• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.51-58
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• 2011

Recently, STEM education and improvement in creativity took a lot of attention in local and foreign educational programs, and the robot education is regarded as one of the answers which can achieve the objectives. The robot education is quite active locally in various ways including robot classes for after school program in elementary schools, a number of robot competitions, and education for the gifted. Under these circumstances, the qualification test for robot technology is developed to provide a standard for evaluating professional knowledge on robotics and is currently under consideration to be one of the government-approved qualification tests. However, compared to the robot classes for after school program, this test is not well recognized by most teachers in elementary and middle schools. This paper addresses and analyzes the current status of the test, in particular, backgrounds, qualification standards, organizing committee, intention of presenting questions, examples of problems used in the test, and demands raised by applicants, etc. Base on the analysis, some suggestions are made to establish a solid standard for evaluating robot technologies. It is suggested that the level of difficulty and contents covered should be properly adjusted considering the level of applicants. In addition, it is essential to provide well organized supplementary material for students and wide range of contents on robot technology. Finally, some efforts including cooperating with the robot classes for after school program should be made to invigorate the test.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.265-270
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• 2010

The qualification test for robot technology is developed to provide a standard for evaluating professional knowledge on robotics and is currently under consideration to be one of the government-approved qualification tests. This test has a level to which elementary school students can apply, but is not recognized by most teachers in elementary school compared to so called "after school robot classes." This paper addresses and analyzes the current status of the test, in particular, the qualification standards, organizing committee, examples of problems used in the test, etc. It is suggested that the level of difficulty and contents covered should be properly adjusted. Moreover, it is essential to provide well organized supplementary material for students and wide range of contents on which a solid standard for evaluating robot technologies can be developed.