• Proceedings of the Korea Information Processing Society Conference
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• 2009.04a
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• pp.992-995
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• 2009

온라인 평가 시스템의 발전으로 오프라인을 통한 전통적인 시험에서 수준에 맞는 다양한 평가가 가능한 온라인 평가가 폭넓게 수행되고 있다. 하지만 평가문항에 대한 체계적인 유형 분류가 미흡하여 평가문항을 온라인 평가 시스템을 통해 표현하고 이기종 시스템간의 평가문항을 원활하게 공유하지 못하고 있다. 이 논문은 국내외 평가문항 유형 분류를 분석하고 온라인 상에서 평가문항을 효과적으로 표현하기 위한 명확한 문항 분류 기준을 제시한다.

• Journal of Science Education
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• v.38 no.3
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• pp.670-690
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• 2014

The purpose of this study was to analyze paper and pencil test items of life science I in high school to diagnose problems of the test items developed by teachers, and to provide some implication for better assessment. 690 selection-type items and 162 supply-type items in life science I were collected from 10 general high schools. In the analysis of test items, the ratio of the selection-type item and the supply-type item was 81:19 in the number of items based on item type, while the ratio was 74.4:25.6 in the distribution of marks, indicating that the distribution of marks compared to the number of items was higher in the supply-type items. In the analysis by the Bloom's revised taxonomy of educational objectives, the items of 'conceptual knowledge' in the knowledge and those of 'understanding' in the cognition process were shown most in both the selection-type item and the supply-type item. In the analysis by the science assessment frameworks of NAEA, the items of 'knowledge' were shown 9 times more than those of 'inquiry'. When compared to the level of difficulty presented in the two-way specification table and the percentage of correct answers in the selection-type item, the concurrence was 41.5%. When compared to the ratio of number of items based on the item type of the supply-type items, the short-answer items were 34.0%, the descriptive items were 61.1%, and the drawing items were 4.9%. The drawing items were mainly developed in the unit of 'Cells and Continuity of Life'. When the descriptive items were classified by the acceptance of response, all the items were 'response restricted' type, and the items of 'restricted in content range' type among them were highest. When the items were classified by presentation of data, the items of 'presentation of data' type were highest(65.4%), and when classified by type of question, the items of 'knowledge description' type were highest(80.4%). In conclusion, it is needed to develop items belonging to 'inquiry' area more in the school, and to increase the ratio of the descriptive items, presenting various types of items.

• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.29-36
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• 2020

Various items were used as evaluation tools that identify the student's abilities accurately to confirm the completion of learning. Among them, the multiple choice item has the advantages of high objectivity and reliability in scoring, but it cannot remove the factor of guessing. In this paper, the multiple choice items are classified into two types according to the relationship between the questionnaire and the choices. One is the type used in the classical test theory with the probability of guessing 1/k for k choices and the other is the novel proposed type which introduces the concept of partial knowledge. In the proposed type, the probability of guessing when the number of knowledge i is (i+1)/k for k choices. Based on the assumptions of the previous theories about multiple choice items, we derive the guessing parameter about the proposed type. And we analyzed the effect of the guess on the correct answer in the existing type and the proposed type. This shows that the proposed type has more question guessing than the existing type.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.121-130
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• 2015

Identifying students' achievement level and reflecting it on educational policy making or instructional improvement by analyzing the results of nationwide standardized assessment is an integral part of accountability in education. On the basis of this premise, we analyzed the characteristics of National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted from 2010 to 2013 by using the option response rate distribution curve, the fittest graph estimated from the response rate of correct/incorrect options by achievement score. Furthermore, we classified the type of option response rate curve in terms of correct and incorrect options. Results of the analysis of option response curve showed that five types of correct option response curve (S-shaped, J-shaped, straight-shaped, F-shaped, and step-shaped) and 4 types of incorrect option response curve (down-slope, flat, mound, and up-slope) were identified. The most common type of items was the combination of S-shaped correct option response curve and down-slope incorrect option response curve, which are considered as appropriate items to discriminate the students according to achievement level. Moreover, correct option response was found to be correlated with incorrect option response. Based on the results, we also discussed some implications on teaching-learning method and classroom assessment in science education.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2005.05a
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• pp.537-544
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• 2005

정보화 환경에 적합한 인재의 Personality 유형 분류 및 주요 특징 분석을 통하여 이에 대한 모델을 제시하는 것이 본 연구의 목적이다. 기존 심리검사 및 정보화 성격 관련 연구의 한계점을 제시하고 조직 내 각 계층의 업무 수행에 필요한 성격 및 주요 성공 역할을 도출하여 이를 정보화 환경에 맞게 정리함으로써 정보화 성격 유형을 분류하고자 한다. 이러한 성격 유형들은 세부적으로 IT 창조자, Communicator, IT 리더, 정보 공유자, IT 감독자, 비전 제시자, 동기 부여자 등 7가지 수평적 유형으로 분류되며, 이러한 유형들의 분석을 위하여 성격 검사 연구인 Big 5 Model의 분석 방법 및 설문 문항을 적용하고자 한다. 이러한 정보화 성격 분류 및 각 유형에 대한 특성 제시는 개인의 정보화 성향 및 잠재성격을 파악하고 이를 개인적, 조직적으로 더욱 발전시킬 수 있는 방향을 제시할 수 있다.

• Journal of Science Education
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• v.42 no.2
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• pp.198-213
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• 2018

In recent years, descriptive evaluation has been gaining importance at school. The purpose of this study is to analyse descriptive evaluation items which have been made by school teachers. 300 items for regular examinations are collected from 7 middle schools (grades 1 through 3) in Gyeongnam Province. Distribution and types of items are examined to compare educational objectives of standard achievements and those of evaluation according to Bloom's revised taxonomy of educational objectives. The result shows that there exist a majority of shared subject units for descriptive evaluation. Huge difference of frequency is also found among subject units and standard achievements. Less than 65% of evaluation items are descriptive and the rest is simple completion or short answers. In addition, it reveals only 40.3% of agreement between educational objectives of standard achievements and those of evaluation items. The interviews with 27 teachers indicate that lack of ability to develop proper items and grading are the major obstacles. In conclusion, systematic training courses are to be provided in order to resolve issues over descriptive evaluation.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.411-420
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• 2000

The purpose of this study was to investigate how many students understood the analogies for physics concepts used in middle school science textbooks, and which types of analogies they understood better than others. We classified the analogies into the following 4 types: verbal and simple analogy, verbal and enriched analogy, pictorial and simple analogy, and pictorial and enriched analogy. For the study, 46 students were sampled from a middle school in Ulsan city in Korea, and a tool for testing their understanding of analogies were developed. The tool is composed of 8 items, and its face validity about contents and difficulty was verified by 5 experts. It was found that in average only about 50% of the students understood the analogies in the middle school science textbooks averagely, and that the students understood pictorial and simple analogies better than the other types of analogies.

• Journal of the Korean Institute of Intelligent Systems
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• v.22 no.5
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• pp.590-596
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• 2012

This paper proposes SERO note system which supports collaborative learning between teachers and learners by using the learner's internal and external environment information. The proposed system defines the learner's internal environment depending on desire for relearning assessment questions, and the learner's external environment depending on a percentage of correct answers. The purpose of educational evaluation through SERO typing of each question is reflected in collaborative learning between teachers and learners. As the results of SERO typing of each question are accumulated on DB and used, a variety of feedback chances can be offered to teachers and learners.

• Journal of the Korean Institute of Intelligent Systems
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• v.25 no.5
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• pp.457-463
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• 2015

This paper presents the need for the concept of collective intelligence based system for the timely learning and incorrect notes show the utilization and satisfaction. The old wrong answer note system is characterized by the provision of uniform right answer explanations for the questions whose answers were wrong by checking whether the evaluation items were answered right or wrong. The characteristic requires a lot of improvements in terms of wrong answer analysis and feedback since it cannot properly receive feedback on the items that a learner got right by luck in spite of poor understanding of them and on the errors in the selection process of wrong answers by individual learners. The SERO wrong answer note was designed to propose new ways to identify and capture such "score errors" and compensate for the practical weaknesses of learners. The Stability Emergency Risk Opportunity (SERO) wrong answer note is based on a method of categorizing and analyzing evaluation items answered by the examinee into four types (S, E, R and O type), and commentary correct as well as incorrect answers by presenting a variety of commentary notes using the collective intelligence of the study show that satisfaction is high.

• School Mathematics
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• v.14 no.4
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• pp.579-598
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• 2012

Since elementary school students are in the concrete operational stages, they have to learn mathematics using intuitive methods. So teachers have to have knowledge on the intuition. In this paper we investigated specialized content knowledge on the intuition which have 8 elementary school teachers in problem solving process. They were asked to solve 8 problems in the questionnaire which were provided by the www.mathlove.net. As a result we found that 7 elementary school teachers have a lack of understand on the intuition in problem solving process.