• Korean Security Journal
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• no.42
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• pp.37-57
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• 2015

The purpose of this study was to verify goodness-of-fit by Many-Facets Rasch model for applying martial arts training satisfaction scale to security martial arts trainees. To achieve the purpose, 255 security martial arts trainees' data were used in the analysis. In addition, In addition, the AMOS 20.0 program was used for unidimensionality validation, and take advantage of the Facets 3.61 program for goodness-of-fit verification. Specific results are as follows: First, Unidimensionali test results showed that model fit, reliability and standardized ${\beta}$ value are suitable. Second, the analysis results of goodness-of-fit, items 1, 2, 3 are inadequate, 4, 8, 11, 13, 14 items once found to be over-fit questions. Also, analysis of item difficulty, item 1 has highest difficulty and item 7 was lowest. Third, According Facets item difficulty and response difference verification result, female group exhibited a high level of item difficulty compared to the male group, goodness-of-fit was all accurate. As the result of item difficulty and response difference verification based on Martial arts training flow, there is no response difference according to the training experience. On the other hands, less than 4 years to 5 years and less than 5 years to 6 years trainees represented over-fit features. Results of item difficulty and response difference verification by grade level, first grade was the most highly recognized the item difficulty and fourth grade was also recognized the lowest of item difficulty Fourth, the response category analysis showed that the six points response categories are not appreciate.

• 재활복지
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• v.21 no.2
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• pp.169-190
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• 2017

The purpose of this study was to investigate item goodness-of-fit of Scale, Rasch rating scale model was applied to 5 dimensions 24 items of the Test of Performance Strategies (TOPS) in a sample of athletes with physical disabilities (n=215). An assumption to test Rasch Model, which is satisfaction of unidimensionality, is regarded through PCAR test, and WINSTEPS 3.65 program is used to test the goodness-of-fit of items. The results of this study were: First, 3-point rating category was appropriate for the TOPS instead of the existing 5-point rating category. Second, as a result of analyzing the goodness-of-fit of the items, 21 items of the TOPS were suitable, but 3 items were not. Third, the item reliability of person separation of the TOPS was acceptable, but the person reliability of item separation was not suitable and it was necessary to adjust the item order considering the difficulty level of the items. Fourth, as a result of comparing the individual attribute score and the difficulty level through the Item-Person Map, the distribution of the item difficulty distribution was shown to be biased in some factors compared to the personal attribute score distribution.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.17-30
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• 2009

This paper is about the basic skills of four operations in numbers and operations areas from step 1 to step 3 in elementary mathematics. Here are the results of the evaluation. First, addition and subtraction take the largest time. The average difficulty rate in operations area is 91.2%. Most students understand the contents of textbook well. Specifically, students easily understand the step 1. However, subtraction has lower difficulty rate than addition. Also, three mixed computation, calculation in horizontal, and rounding(rounding down) are difficult areas for students. The contents of step 2 are fully understood. However, lots of mistakes are found in the process of rounding(rounding down), and sentence problems are thought as difficult. Second, the multiplication is first starting in the step 2-Ga. The unit 'Multiplication 99' takes 13 hours, the longest. The difficulty rate in this unit is 89.4%, students understand well. However, students are influenced by addition and subtraction errors in the process of multiplication, and have difficulty in changing the sentence problem to multiplication expression. Third, the division, which starts in step 3-Ga, has 89.9% of difficulty rate. Students well understand. Result of this paper: most of students understand well four operations, but accurate concept, the relationship between multiplication and division, specific instructions in teaching principles of division calculation and sentence problems are in need. Setting the amount of the contents and difficulty rate in understanding are depends on every school's situation, so suggesting universal standard is really hard. However, studying more objects broadly and specific study will be helpful to suggest proper contents and effective teaching.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.19-36
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• 2001

The aim of the study is to explore some problems that we have to solve to execute assessments effectively and in agreement with the objectives of them. We analysed the practices of some assessments Including our national assessment of educational achievement and the third international mathematics and science study with focussing on the frames of assessments, the analyses of results, and the items presented in the assessments. The results of the study are the following. Firstly, we need to make the frame of assessment to agree with the objectives of assessment and to reflect the characteristics of the item related to a few areas. Secondly, we need to analyse the results of assessment with reflecting the frames of assessment. Thirdly, we need to discuss more concretely on the level and presentation of items including the order of conditions to need to solve the items. And lastly, we need to minimize the difference caused by the variations of translation in the international assessments.

• Proceedings of the Korea Information Processing Society Conference
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• 2007.11a
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• pp.609-612
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• 2007

정보사회와 컴퓨딩환경의 발전으로 언어, 학력, 인지도 등의 평가도구로서 컴퓨터기반의 평가환경이 보편화되었다. 특히 컴퓨터기반의 학력평가 환경을 위해서는 문항의 난이도와 변별도 등 문항의 특성을 정확히 분석하는 것이 필수적이다. 문항분석은 컴퓨터기반의 평가를 위한 양질의 문제은행 구성 및 문항과 수험자 능력의 정확한 추정과 체계적이고 과학적인 평가를 위한 전제조건이라 할 수 있다. 본 논문에서는 고전평가이론의 문제분석을 적용한 문제은행 시스템을 구현하였으며 수험결과를 분석하여 각 문제의 곤란도나 변별도, 문항분포도를 통하여 문제를 분석할 수 있도록 하였다. 또한 수험자가 각 문제를 푸는데 걸린 시간을 기록하여, 수험자의 문제에 이해도를 정확히 분석하고 수험자의 추측, 랜덤 선택 등으로 인한 정답을 맞힐 가능성과 한 문제를 읽고 이해하는 시간이 너무 오래걸린 이유에 대해서도 추정하였다. 문제분석 및 수험결과의 평가 및 분석으로 교사들은 문항의 양호도를 높일 수 있고 문제은행에 저장되어 있는 문항들을 수정하고 보완하여 양질의 문항을 출제할 수 있도록 하였다.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.225-237
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• 2017

In this study, we investigated the characteristics of the individual processes of pre-service chemistry teachers in making written test items. For this, we analyzed the think-aloud processes of eight pre-service chemistry teachers while making six written test items about gas laws and their in-depth interview scripts. The characteristics of the processes were found to be divided into six categories; the lack of systemicity in planning stage for making written test items, the lack of awareness and consideration for the interrelationship between instruction and assessment, the diverse criteria in determining test item types, the difficulties in judging behavioral domains and difficulties of items in the table of specification, the limitation in using teacher's guides and misunderstanding of teacher's guides, and the limitation in point and/or content of review and differences depending on the time of review. These can provide some significant guidelines and implications in finding ways to improve pre-service chemistry teachers' ability to make written test items.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.604-621
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• 1999

We analyze the admission test problems used in 1998 at the Science Education Center for Gifted Youth at Kyungpook National University (SECGY, KNU). The test consists of two parts, an evaluation of the scientific thinking skills and an evaluation of the achievement for Mathematics and Sciences, the former of which includes evaluations of scientific process skills and logical thinking skills. The problems for the test of scientific thinking skills were developed and standardized by the Korea Education Development Center, while those of the achievement for Mathematics and Sciences were made at SECGY. We calculate the indices of the difficulty and discrimination for each problem to determine whether or not the test is appropriate to apply for selecting number of gifted students among the recommended students from 389 middle schools in Taegu-city and Kyungsang-pook-do Province. We find that both indices of most problems for the test of scientific thinking skills were out range of the appropriate level and. moreover, even those problems which fall into the appropriate range showed very low efficiencies for distractors. We, thus, conclude that the problems of the test of scientific thinking skills are inappropriate to use as a test for admission to SECGY. On the other hand, the problems of the achievement test showed extreme results; the Mathematics problems appeared to be too difficult, whereas the Physics problems appeared too easy. However, overall scores showed a normal distribution, indicating that those problems played crucial role in selecting gifted students. We finally propose several suggestions in developing the test problems and in selecting students at the SECGY.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.37-52
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• 2015

In this study, assessment items to examine geocognition on plate tectonics were developed and applied to middle and high school students and college students. Conceptual constructs on plate tectonics are Earth interior structure, specific geomorphology, and geologic phenomena at each plate boundary. Construct for geocognition included temporal reasoning, spatial reasoning, retrospective reasoning, and system thinking. Pictorial data in each item were all obtained from GeoMapApp. Students' responses to the items were analyzed and measured cross-sectionally by Rasch model, which distinguishes persons' ability levels based on their scores for all items and compared them with item difficulty. By Rasch model analysis, Wright maps for middle and high school students and college students were obtained and compared with each other. Differential Item Functioning analysis was also implemented to compare students' item responses across school grades. The results showed: 1) Geocognition on plate tectonics was an assessable construct for middle and high school students in current science curriculum, 2) The most distinguished geocognition factor was spatial reasoning based on cross sectional analysis across school grades, 3) Geocognition on plate tectonics could be developed towards more sophisticated level through scaffolding of relevant instruction and earth science content knowledge, and 4) Geocognition was not a general reasoning separated from a task content but a content-specific reasoning related to the content of an assessment item. We proposed several suggestions for learning progressions for plate tectonics and national curriculum development based on the results of the study.

• Journal of Science Education
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• v.37 no.2
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• pp.348-358
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• 2013

The purpose of this study is to develop the science item on computer-based performance assessment which is able to replace the assessment with actual experimental apparatus. The survey on the necessities and the difficulties of the assessment with actual experimental apparatus was conducted with 57 physics teachers. By reflecting the results of the survey, the computer-based assessment items which are related with constructing circuits with an ammeter and a voltmeter were developed. The developed computer-based assessment items were organized in similarity to assessment conducted with actual experimental apparatus, proper feedback was provided by students' performance in the process of assessment so as to grading performance results automatically. To achieve them, the algorithm was developed so that computer can judge the accuracy of students' performance results.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.987-995
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• 2004

The purpose of this study was to analyze characteristics of problem solving process with proportional or compensational reasoning of the elementary school students. For this study, 85th grade students were selected and tested with Science Reasoning Task, information processing ability test and proportional and compensational reasoning tasks. This study revealed that students in mid concrete stage could solve the proportionality task and easy compensation task. But, most of the students could not solve difficult compensation task. And as the students got higher score in information processing test, it took them less time to solve the problem. The types of strategy used in solving proportional and compensational problem were categorized as the factor of change, building-up and the cross-product. Most of the students failed in problem solving used incorrect schema knowledge, procedure knowledge and strategy knowledge. Many students tended to use proportionality strategy to solve the difficult compensation task. Result of this study suggested that various task included different structure and the same schema knowledge can be effective for the advancement of students' proportional and compensational reasoning ability.