• Journal of Korea Entertainment Industry Association
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• v.14 no.1
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• pp.137-147
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• 2020

This study is aimed to develop and validate the clinical competence scale of occupational therapy student. The development of clinical competence scale analyzed the definition of clinical performance and previous studies. preliminary examinations were conducted on 203 occupational therapy departments in 3rd and 4th grade to verify item analysis and job validity. After exploratory factor analysis, eight factors of professional consciousness, 11 items of occupational therapy evaluation factors, 4 items of occupational therapy intervention factors, and 4 items of communication factors were extracted into a total of 27 factors. As a result of verifying the reliability of each factor through the internal consistency coefficient Cronbach's α, it was found to be .87~.94 and the overall reliability was .96. The correlation between the total score and the factors of the clinical competence scale was statistically significant. Through the confirmatory factor analysis, the model fit test of the factor structure for 27 items of 4 factors (χ²=.76, df = .31, CFI = .81, TLI = .80, RMSEA = .79) is considered acceptable. Through this study, The clinical competence scale is a valid and reliable scale that can be useful for objectively assessing.

• Journal of the Korean Geographical Society
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• v.47 no.6
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• pp.934-954
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• 2012

Constructed-response items are useful to estimate a higher-order thinking abilities such as sense of place, graphicacy, and geographical imaginations which are aimed by geography education. This study aims to identify the conception of the constructed-response items, to classify those feasible items in geography education, and to propose some comments and suggestions for development and application in Korea. The author tries to classify the constructed-response items by analyzing the NAEP items in the formal aspect and the aspect of cognitive dimension respectively. In the formal aspect, they are classified as 'question-standalone' type and 'material-presenting' type. In the aspect of cognitive dimension, they are classified into three types as 'knowledge-requirement', 'understanding-requirement', and 'applying-requirement'. Some comments and suggestions are as follows. First, it is necessary to develope the constructed-response items that coherent to both content and cognitive dimensions. Second, it is required for students who take an examination to use a great variety of graphics, photos, thematic maps related to geography. Third, we need to inquire the rubric, grade, process to scoring because they are vital to success of the constructed-response items.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.335-352
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• 2008

The purpose of this research was to investigate the descriptive evaluation method that focuses on the problem solving process of the student. The goal was to evaluate the students' understanding of the subject rather than the students' ability to find the final answer. The descriptive evaluation is being suggested as a way of examining the thought process of the student by performing a structured analysis of the problem solving process. Today, there are not enough descriptive evaluation resources available for teachers to effectively carry out this alternative assessment method in the elementary school mathematics curriculum. This research is a case study on the development of resources for descriptive evaluation in grade 4 mathematics. We designed the development process for descriptive evaluation and its rubric for all 8 units of the 4-Na level of mathematics in the elementary school curriculum. Three descriptive problems were developed for each of the 8 units for a total of 24 problems. The rubric consisted of three areas of assessment, 1) understanding of the problem, 2) problem solving, and 3) mathematical communication. The problems were first pilot tested in two 4th grade classes. Modified problems were then tested in a different 4th grade classroom. The study showed that the three defined areas of evaluation framework (problem understanding, problem solving and mathematical communication) were measurable and analyzable using the developed grading rubric. We then conclude that he descriptive evaluation could be used as an effective tool for improving teacher performance in elementary school mathematics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.345-356
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• 2016

The purpose of this study was to develop a scale to evaluate the safety competency of perioperative nurses and to examine its validity and reliability. The research process included the development of preliminary items through literature reviews and the construct validity examination of the conceptual framework for the preliminary scale. The content validity of the identified items was evaluated by experts, resulting in 30 preliminary items. The participants involved in testing the validity and reliability of the preliminary scale were 377 perioperative nurses. The data were analyzed using exploratory factor analysis, parallel analysis, confirmatory factor analysis, and internal consistency. To verify the construction factor of the preliminary scale, exploratory factor analysis and parallel analysis were performed, resulting in 3 factors and 27 items. The internal structure of the scale was schematized using confirmatory factor analysis and the goodness of fit of the final research model was very appropriate, as shown by the values of TLI=.90, CFI=.91, RMSEA=.07, and SRMR=.07. The final scale consisted of 27 items and 3 factors including knowledge (6 items), skill (13 items), and attitude (8 items). Cronbach' ${\alpha}$ for the final scale was .94, showing good internal consistency. This safety competency scale can be used for assessing the competency of perioperative nurses regarding patient safety, for developing patient safety studies and for the career development of perioperative nurses.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.1-18
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• 2011

The purpose of this study was to develop the evaluation questions to enhance the higher-thinking skills such as decision-making, creative thinking, critical thinking, problem-solving skills and metacognition in the housing area of middle school home economics. Two steps, selection of contents, development of questions and check the validity were adapted to develop the questions. The total of 28 evaluation elements were selected from the validity of contents and questions related to housing in the 9 textbooks based on the 2007 revised curriculum and in the three on-line question banks operated by public institutions. Four guidelines such as using multi-classified table, various materials, question types, and question structures were applied to develop the evaluation questions. The 80 evaluation questions with 175 associated sub questions related to housing were reviewed two times by two professionals to finalize. The five home economics teachers with various teaching experience have evaluated the validity of each 80 questions. The 57(71.3%) questions got 5 point with average of 4,9 out of 5 point-Likert validity scale. The result of high validity of the evaluation questions developed in this study examined by 5 teachers need to apply to students' test in the class.

• The Mathematical Education
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• v.53 no.2
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• pp.185-200
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• 2014

교사의 자기 효능감은 그 교사가 실제로 잘 가르칠지를 예측하는 매우 강력한 구인이다. 본 연구는 우리나라의 초등 예비교사들이 수학을 가르치는데 대한 효능감을 측정하는 정당한 척도를 개발하는 것이다. 먼저, 문헌조사로부터 개인효능감과 결과기대감의 두 개 변인에서 58개의 문항을 개발하였고, 표본 크기 919인 자료 위에서 정규성 검사를 실시하였다. 다음에 전체 자료를 크기가 각각 419와 500인 두 개의 표본으로 나누었고, 첫째 표본에서 신뢰도 검사 및 탐색적 요인 분석을, 둘째 표본에서 확인적 요인 분석을 실시하였다. 최종적으로 개인효능감 변인에서 12 문항, 결과기대감 변인에서 6 문항 등 총 18개의 문항으로 구성된 수학교수효능감척도(MTES)를 개발하였다.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.3-8
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• 2002

대규모 수험자를 대상으로 하는 경우, CBT 방식은 PBT 방식에 비해 비용이나 처리 방법에 있어 효율적이라는 장점을 갖고 있다. 하지만, CBT 평가가 제대로 운영되려면 많은 문항으로 구성된 대규모의 문제 은행이 있어야 하며, 기 구축된 문항은 적합성과 공정성이 반드시 보장되어야 한다. 이에 본 연구는 4,000여 명 이상의 수험자를 대상으로 8000문제가 넘는 문제 은행이 구축되어 실제 CBT 시스템을 개발·운영하고 있는 P 대학교 CBLT 테스트 시스템의 문항들을 분석할 방법을 제안한다. 연구 결과 CBLT 테스트 시스템의 문제 은행의 개별 문항들이 출제자 1인의 주관적 판단에 달려있어 문항에 대한 질 관리가 어렵다는 문제점을 해결하기 위해서는 고전검사이론이 적합하다고 판단된다. 그러나 매 시험이 동질한 문항 세트로 구성되기 위해서는 문항에 대한 충분하고 객관적인 자료가 절대적으로 필요하다. 이를 위해서는 CBLT 테스트 시스템과 같이 응답자 수가 2∼300여 명 전후이며, 40문항의 문항 세트에 대한 분석은 2모수 정도가 적당하다고 판단된다.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.147-158
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• 2012

In this paper we introduced the reflection cluster problems. They are not well known in Korea education field. We used two reflection cluster problems and analysed the responses of the gifted students. Finally, we asked how they felt about reflection cluster problems. The results of this paper will help to make new assessment items and develop new programs for the gifted education.

• 한국체육학회지인문사회과학편
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• v.55 no.6
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• pp.417-435
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• 2016

The purpose of this study was to develop a valid, reliable instrument to measure perceived value for Taekwondo performance spectators. The perceived value scale for Taekwondo performance spectators was developed in eight phases. For the development spectators perceived value scale (1) literature review, (2) preliminary factors and items selected, (3) assessment of the items, (4) pilot test, (5) data sampling, (6) validity of development scale, (7) assess reliability of items and, (8) predictive validity of development items. Based on three processes, a new perceived value of Taekwondo performance spectators scale with six factors(cultural, social, hedonic, aesthetic, moral and utilitarian value) and 19 items were developed. The result of predictive validity of development items: first, cultural, social, aesthetics, moral of perceived value had significantly influence on spectators attitude. Second, social, hedonic, utilitarian of perceived value had significantly influence on spectators satisfaction. Third, cultural, social, aesthetics perceived value had significantly influence on future consumption behavior of spectators.

• The Journal of the Acoustical Society of Korea
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• v.30 no.5
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• pp.295-302
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• 2011

The purpose of this study was to develop Korean Consonant Perception Test (KCPT), that is a phonemic level including elementary data to evaluate speech and consonant perception ability of the normal and the hearing impaired qualitatively and quantitatively. KCPT was completed with meaningful monosyllabic words out of possible all Korean monosyllabic words, considering articulation characteristics, the degree of difficulty, and the frequency of the phonemic appearance, after assembling a tentative initial and final consonants testing items using four multiple-choice method which were applied to the seven final consonant regulation and controlled with the familiarity of the target words. Conclusively, the final three hundred items were developed including two- and one-hundred items for initial and final testing items, respectively, with the evaluation of the 20 normal hearing adults. Through this process, the final KCPT was composed upon the colloquial frequency following identification of no speakers' variances statistically and elimination of the highly difficult items. The 30 hearing impaired were tested with KCPT and found that the half lists, A and B, were not different statistically and the initial and final testing items were appropriate for evaluating initial and final consonants, respectively.