• The Journal of the Korea Contents Association
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• v.16 no.9
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• pp.694-701
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• 2016

The smart phone application to provide auto identification and answer explanation of multiple choice answer for each OMR answer item in the test paper different from ordinary OMR test by using smart phone is very useful in terms of a self learning and a smart learning. In this paper, smart phone application of OMR mark identification for each question item in test paper is proposed. QR code for each OMR answer is provided for the encrypted correct answer and the reference location of multiple choice answer rectangle location. The OMR answer region is extracted and the marked answer is identified in each question of test paper, in order to compare between the marking answer and the correct answer. Experimental result of smart phone application of the proposed algorithm for the OMR answer images with various size and direction shows excellent recognition performance.

• Annual Conference on Human and Language Technology
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• 2012.10a
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• pp.69-72
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• 2012

본 논문은 한국어 서답형(단어, 구 수준) 문항 유형을 분석하고 실제 채점자가 채점 기준표를 보고 채점하는 방법을 컴퓨터가 인식할 수 있도록 정답 템플릿을 설계 및 개념 정의를 하여 한국어 서답형에 특화된 자동채점 시스템 방법을 제시한다. 본 시스템을 사용하여 1000개의 학생 답안지에 대한 유형 가지수 500개 이하의 2011년도 학업성취도 평가 과학 6개 문항에 대하여 채점 기준표 내용을 정답 템플릿으로 작성한 뒤 250개 학생 답안을 학습데이터로, 정답 템플릿을 업데이트로 사용, 750개 학생 답안에 대하여 자동채점한 결과, 평균 카파계수 0.84라는 수치로서 실제 사람 채점 결과와 거의 완벽히 일치라는 결과를 얻었다.

• Journal of Korea Society of Industrial Information Systems
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• v.22 no.2
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• pp.35-41
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• 2017

In This Paper, We Propose the Development of a Medical Questionnaire Recognition System using Vision Technology. The Proposed System is Able to Accurately Recognize and Effectively Process a Large Number of Questionnaires used in Community Health Surveys in the Medical and Health Fields. The System Consists of Questionnaire Scanning, Answer Recognition and Error Data Processing, Result Data Verification, Image Storage and DB Construction, and Analysis of Questionnaire Results. Unlike Existing Systems, This System is Free from the Form of Questionnaires used, and Enables Accurate Recognition by Processing Various Markings and Erroneous Markings. Experimental Results Show that the Proposed System has 98.9% Recognition rate.

• Journal of Intelligence and Information Systems
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• v.18 no.1
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• pp.109-123
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• 2012

Many kinds of the education systems are provided to students. Many kinds of the contents like School subjects, license, job training education and so on are provided through many kinds of the media like text, image, video and so on. Students will apply the knowledge they learnt and will use it when they learn other things. In the existing education system, there have been many situations that the education system isn't really helpful to the students because too hard contents are transferred to them or because too easy contents are transferred to them and they learn the contents they already know again. To solve this phenomenon, a method that transfers the most proper lecture contents to the students is suggested in the thesis. Because the difficulty is relative, the contents A can be easier than the contents B to a group of the students and the contents B can be easier than the contents A to another group of the students. Therefore, it is not easy to measure the difficulty of the lecture contents. A method considering this phenomenon to transfer the proper lecture contents is suggested in the thesis. The whole lecture contents are divided into many lecture modules. The students solve the pattern recognition questions, a kind of the prior test questions, before studying the lecture contents and the system selects and provides the most proper lecture module among many lecture modules to the students according to the score about the questions. When the system selects the lecture module and transfer it to the student, the students' answer and the difficulty of the lecture modules are considered. In the existing education system, 1 kind of the content is transferred to various students. If the same lecture contents is transferred to various students, the contents will not be transferred efficiently. The system selects the proper contents using the students' pattern recognition answers. The pattern recognition question is a kind of the prior test question that is developed on the basis of the lecture module and used to recognize whether the student knows the contents of the lecture module. Because the difficulty of the lecture module reflects the all scores of the students' answers, whenever a student submits the answer, the difficulty is changed. The suggested system measures the relative knowledge of the students using the answers and designates the difficulty. The improvement of the suggested method is only applied when the order of the lecture contents has nothing to do with the progress of the lecture. If the contents of the unit 1 should be studied before studying the contents of the unit 2, the suggested method is not applied. The suggested method is introduced on the basis of the subject "English grammar", subjects that the order is not important, in the thesis. If the suggested method is applied properly to the education environment, the students who don't know enough basic knowledge will learn the basic contents well and prepare the basis to learn the harder lecture contents. The students who already know the lecture contents will not study those again and save more time to learn more various lecture contents. Many improvement effects like these and so on will be provided to the education environment. If the suggested method that is introduced on the basis of the subject "English grammar" is applied to the various education systems like primary education, secondary education, job education and so on, more improvement effects will be provided. The direction to realize these things is suggested in the thesis. The suggested method is realized with the MySQL database and Java, JSP program. It will be very good if the suggested method is researched developmentally and become helpful to the development of the Korea education.

• The KIPS Transactions:PartA
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• v.10A no.5
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• pp.571-578
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• 2003

The appearnace of web technology has accelerated the development of the multimedia technology, the computer communication technology and the multimedia application contents. Researches on WBI(Web-based Instruction) system have combined the technology of the digital library and LOD,. REcently WBI(Web-based Instruction) model which is based on web has been proposed in the part of the new activity model of teaching-learning. As the demand of the customized coursewares from the lwarners is increased, the needs of the efficient and automated education agents in the web-based instruction are recognized. In this paper we propose a system monitors learner's behaviors constantly, evaluates them, and calculates his accomplishment. And the system offers suitable course to learner applying this accomplishment degree to agent's schedules. Therefore, the learner achieves an active and complete learning from the repeated and suitable course semantic-based retrieval.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.119-130
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• 2024

This study explores the possibility of using a generative artificial intelligence, ChatGPT, for student assessment in science subjects. In order to achieve our goal, we developed assessment items, collected students' responses, and input them into ChatGPT to implement the assessment procedures. Subsequently, we shared the assessment results from ChatGPT with science teachers and compared them to the teachers' assessment process to investigate the use of ChatGPT in student assessment. Regarding the results, in terms of setting the scoring rubric, we found the rubric generated by ChatGPT to be generally appropriate. However, the consistency between the scoring results obtained from ChatGPT and those determined by the teachers was relatively low. This inconsistency was more pronounced in items with additional assessment components and a more intricate rubric. In regard to feedback on student responses, there were some instances where the feedback generated was scientifically incorrect or beyond the scope of the curriculum, but there were also some positives, such as the provision of exemplary answers to questions and additional examples that helped students learn further. From these results, the teachers perceived limitations in using ChatGPT to conduct assessment in terms of reliability, which is considered crucial in student assessment, but suggested that it could be used to support assessment. Finally, synthesizing these findings, implications for utilizing ChatGPT in student assessment were suggested.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.121-129
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• 2022

This study explored effective teaching-learning activities under the hybrid teaching model combining flipped learning, direct instruction, cooperative learning and distance learning. Subjects were 99 college students enrolled in 2 teacher preparation courses. Students evaluated effectiveness of 22 teaching-learning activities according to Likert scale at the end of the semester. As a result, all 22 teaching learning activities were considered effective more or less. They facilitated motivation, comprehension, participation, thinking, and led to mastery of the task. ② Activities scored low were 'questioning and answering at the beginning of online class', 'open book test'. ③ Hybrid teaching model was favored over traditional instruction. Open ended responses were consistent with the ones in the questionnaire. This research supports the notion that key teaching models to be combined for successful flipped learning in college setting are direct instruction and cooperative learning. Furthermore, effective and ineffective teaching strategies for flipped learning were found.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.69-90
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• 2011

To develop the descriptive evaluation questionnaire with high validity and reliability on the Clothing and Textiles section of the middle school Technology & Hone Economics textbook, apply it to students and analyze its results. We made out a draft for descriptive evaluation questionnaire that was based upon the concrete establishment of the goal and the range of evaluation. We also made a rubric for scoring as well as sample answer-sheets. Finally, we completed a total of twenty three descriptive evaluation questions and we applied it to sixty five 2nd-grade students in two classes in a middle school. Descriptive evaluation questionnaire exhibited the relative high validity on each question. Moreover, three graders gave the same score on each question of descriptive evaluation, suggesting that descriptive evaluation questionnaire has the high inter-grader reliability and the strong correlation. But, low academic achievement was generally observed in the subjects. They had difficulty in describing their knowledge via their own language and drawing up accurate and detailed answers. They recognized the positive aspects of descriptive evaluation questionnaire, but they felt it uncomfortable due to study-burden and description itself. To overcome these limitations, it is required that students should experience various materials related to subject contents in classes as well as textbooks, concentrate themselves on finding solutions for problems, expand their scope, and practice describe them in advance. Therefore, the additional training for description evaluation questionnaire will be necessary for the more efficient and discriminative questionnaire. Also the questionnaire with high validity and reliability should be developed and the aggressive and voluntary participation of teachers will be needed.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.211-230
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• 2016

The study aimed to investigate the characteristics of algebraic thinking of the mathematically gifted students and search for how to teach algebraic thinking. Research subjects in this study included 93 students who applied for a science gifted education center affiliated with a university in 2015 and previously experienced gifted education. Students' responses on an algebraic item of a creative thinking test in mathematics, which was given as screening process for admission were collected as data. A framework of algebraic thinking factors were extracted from literature review and utilized for data analysis. It was found that students showed difficulty in quantitative reasoning between two quantities and tendency to find solutions regarding equations as problem solving tools. In this process, students tended to concentrate variables on unknown place holders and to had difficulty understanding various meanings of variables. Some of students generated errors about algebraic concepts. In conclusions, it is recommended that functional thinking including such as generalizing and reasoning the relation among changing quantities is extended, procedural as well as structural aspects of algebraic expressions are emphasized, various situations to learn variables are given, and activities constructing variables on their own are strengthened for improving gifted students' learning and teaching algebra.