• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.519-531
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• 2004

In recent years, there has been an increased emphasis on performance assessment to evaluate students' abilities. Our nation has introduced a change in testing and assessment. Additional work on the efficacy, reliability, and comparability in order to develop the performance assessment item has been needed in the enforcement of the 7th National Science Curriculum. Also, criteria for professional and technical standards has been needed to be developed. The purpose of this study was to draw out various key concepts and to develop achievement standards, assessment standards and performance assessment items based on the 7th National Science Curriculum on the subject matter of reproduction(chapter 13) and biological accumulation(chapter 17). And also, this study examined the validity of completed performance assessment items based on classical test theory and polytomous item response theory. Twelve key concepts in chapter 13(reproduction) and four from chapter 17(biological accumulation) were abstracted. Twenty-six achievement standards in chapter 13(reproduction), and nine in chapter 17(biological accumulation) were developed. The achievement standards were determined in terms of knowledge(K), process skill(P) and attitude(A). Twenty-five assessment standards in chapter 13(reproduction) and nine in chapter 17(biological accumulation) were developed. Based on the developed achievement standards and assessment standards, twenty-two performance assessment items(seventeen open-ended questions, three essays, and two portfolios) with concrete grading criteria were developed. Eight open-ended items were applied to 240 10th graders to evaluate reliabilities of the test which consisted of four items per each chapter. The results would be suggested that the applied items were valid for performance assessment because item difficulties and item discriminations were proper. There was not much differences in item discrimination between interpretation from classical test theory and that from polytomous item response theory. However, there were some differences in item difficulties between the interpretations of two theories because the characteristics of examinees were reflected in classical test theory.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.137-158
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• 2014

The present study aimed to develop an instrument to assess young children's understanding of science inquiry skills. For the purposes of the study, based on analysis of literature and evaluation tools related to young children's science inquiry skills, five categories of understanding science inquiry skills including observing, classifying, predicting, measuring, and discussing were selected. Then 30 test items were developed and verified three times through opinions from science education and early childhood education professionals and teachers. Finally, a total of 19 test items within five categories were developed. The 19 items' item difficulty, item discrimination, and item internal consistency were verified statistically. In addition, concurrent validity and test-retest reliability of the items were verified by the significant correlation coefficients. The instrument developed in this study was administered to 300 children who were 3, 4, and 5 years old. The results showed that 5 year old children had better competence to understand science inquiry skills than 4 and 3 year old children, while there were no differences in the competence between boys and girls.

• Korea journal of population studies
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• v.35 no.1
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• pp.53-75
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• 2012

This study aims to identify and evaluate the contents of ageism and to develop instrument of ageism. Ageism instrument development remains a necessary in aging research, for the explication of actual condition of ageing. The current study describes multidimensional view of ageism toward aging and the elderly. After pre-test and review of professionals, 31 items was constructed. Data were obtained from KGSS Survey of 1535 participants. The sample was randomly divided into two group to test reliability and validity of the scale. Finally, the 23-items with seven factors were suggested, based on the internal reliability and exploratory factor analysis with the first group. Another group were conducted confirmatory factor analysis. The results showed that the final 23-item scale with seven factors had a good model fit. Development and refinement of ageism scale are necessary elements for proceeding beyond theoretical and empirical discussions in ageism. It also provides a implications for current views of ageism and strategies for reducing ageism.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.50-62
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• 2016

The aim of this study was to develop scale of test taker to affect on process of selection of college. The study procedures were performed as follow : establish of study model, item generation, verification of content validity, 1st and 2nd pilot test and verification of construct validity and reliability. In order to verification of validity and reliability, 230 freshman were surveyed and the data were analyzed by mean, standard deviation, skewness. kurtosis, Pearson correlation, Verimax factor analysis and Cronbach's ${\alpha}$. As result of factor analysis, the 15 factors(61 items) that explain 68.37% of the total variance were extracted and each factors were classified by attribution as follow : Information collection-mass media(4items), college activity (3items), support and environment(4items), education(5items), Influential person on decision making(3items), education quality(4items), education service(5items), reputation(3items), accessibility(2items), personal circumstances(2items), college's mass media(5items), promotion (4items), on-line(4items), person's PR (3items), College image(10items). Cronbach's ${\alpha}$ of total items was 0.916 and Cronbach's ${\alpha}$ of each factors were showed range between 0.694~0.878. Measurement scale of this study may be utilized to collect basic data be required to establish policy strategy of local college be faced with difficulty of admission recruitment.

• 한국노년학
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• v.41 no.1
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• pp.149-168
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• 2021

This study was to develop the Medication Adherence Scale in Elderly (MAS-E) with chronic disease and verify its reliability and validity. The MAS-E was developed in 5 steps: Configuration of conceptual frame by content analysis, preliminary items, pilot study, reliability and validity test, and development of final MAS-E with chronic disease. The questionnaires were collected from 345 adults with one-to-one interviews. Verification of its reliability and validity was divided into two phases. Reliability was tested using Cronbach's alpha, split-halves reliability, and test-retest. For validity tests, item analysis, factor analysis, total score-factor score correlation analysis, and criterion related validity were used. The developed scale consisted of 18 items and 4 factors - remember of taking medication (2 items), expectations for drug effects (5 items), practice taking medication according to instructions (8 items), communicating with health professionals (3 items), and explained 69.7% of total variance. The scale had significantly positive correlation (r = .72, p <.001) with the Morisky Medication Adherence Scale (MMAS-8). Cronbach's alpha was .91, Guttman split half coefficient was .80, and test-retest reliability was .912. Finding suggest that the MAS-E is a suitable scale to assess the status of medication adherence in elderly with chronic disease.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.236-247
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• 2020

This study was conducted with the aim of developing inspection tools to select and measure human resource figures and appropriate core competency of the educational goals pursued by S universities. Therefore, key competency factors were defined consistent with concept of talented figures and educational objectives of S universities, inspection tools were developed to measure core competences, and directions are presented for future education policies and curriculum compilation and securing data for rational operation. Based on key competency indicators, questions were developed in a self-reporting form that measures the consent level of the respondents by comprising seven areas of competence, 16 small areas (sub-capacity), and 46 questions. The main Test conducted an analysis of the questionnaires based on the survey results of 2,486 people to ensure the validity of the inspection by conducting a positive factor analysis and reliability analysis. The core competency diagnostic tool of S university is meaningful in this study which verifies the effectiveness of the curriculum and programs conducted at S university and as the first step for the rational operation of the core competency certification system to improve the competency appropriate for students.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.253-269
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• 2020

This study aims to develop items to diagnose pre-service physics teachers' understanding of the conceptual knowledge of modern physics, based on the achievement criteria presented in the 2015 revised national science curriculum, and to identify the validity and reliability of the newly developed items. Data were collected from 467 pre-service physics teachers in the Physical Education Department or Science Education Department (Physics Education Major) of 15 universities across the nation. In this study the content validity, substantive validity, the internal structure validity, generalization validity, and the external validity proposed by Messick (1995) were examined by various statistical tests. The results of the MNSQ analysis showed that there was no nonconformity in the 23 items. The internal structure validity was confirmed by the standardized residual variance analysis, which shows that the 22 items was unidimensional. The generalization validity was confirmed by differential item functioning (DIF) analysis about groups lectured or not modern physics/quantum mechanics. In addition, item analysis and test analysis based on classical test theory were performed. The mean item difficulty is 0.66, mean item discrimination is 0.47 and mean point biserial coefficient obtained was 0.41. These results for item parameters satisfied the criteria respectively. The reliability of the internal consistency of the KR-20 is 0.77 and the Ferguson's delta obtained was δ = 0.972. By Rasch model analysis, the item difficulty (item measures) was discussed.

• Proceedings of The KACE
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• 2018.08a
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• pp.103-106
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• 2018

2015 개정 교육과정에서 컴퓨팅 사고력의 함양을 강조하고 있지만 컴퓨팅 사고력을 평가하기 위한 도구에 대한 개발이 미흡하다. 비버 챌린지 문항은 전 세계 60여개국의 정보 교육 전문가 집단이 약 1년 동안 공동 출제 및 검토를 통해 개발되는 문항이므로 문항의 타당도가 높다고 볼 수 있다. 다만 초기의 개발 목적이 평가도구로써 사용하기 위함이 아니었기 때문에 과연 컴퓨팅 사고력의 평가 도구로 사용할 수 있는 신뢰도를 가진 문항인가를 검증하기 위해 본 연구에서는 비버 챌린지 2017 그룹 III의 문항을 대상으로 문항내 적일관성신뢰도를 통계적으로 검증하였으며 그 결과 Cronbach ${\alpha}=.784$로 신뢰도가 높게 나타났다.

• The Journal of Korean Association of Computer Education
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• v.10 no.3
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• pp.1-8
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• 2007

In this paper, we introduce a new measure called surprisal that estimates the informativeness of transactional instances and attributes in the item response dataset and improve the quality of association rules. In order to this, we set artificial dataset and eliminate noisy and uninformative data using the surprisal first, and then generate association rules between items. And we compare the association rules from the dataset after surprisal-based pruning with support-based pruning and original dataset unpruned. Experimental result that the surprisal-based pruning improves quality of association rules in question item response datasets significantly.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.225-238
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• 2022

Although the importance of literacy in Artificial Intelligence (AI) education is increasing, there is a lack of testing tools for measuring such competency. To address this gap, this study developed a testing tool that measures AI literacy among middle school students. This goal was achieved through the establishment of an expert group that was enlisted to determine the relevant factors and items covered by the proposed tool. To verify the reliability and validity of the developed tool, a field review, exploratory factor analysis, and confirmatory factor analysis were conducted. These procedures resulted in a testing tool comprising six domains that encompass 30 items. The domains are the social impact of AI (eight items), the understanding of AI (six items), AI execution plans (five items), problem solving with AI (five items), data literacy (four items), and AI ethics (two questions). The items are to be rated using a five-point Likert scale. The internal consistency of the tool was .970 (total), while that of the domains ranged from .861 to .939. This study can serve as reference for developing the analysis of AI literacy, teaching and learning, and evaluation in AI education.