• 대한공업교육학회지
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• v.32 no.2
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• pp.23-46
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• 2007

The purpose of this study was to present improvement directions of college scholastic ability test on industry department. Industry department test were classify and abstracted sampling test on contents and movement domain, analyzed example items of college scholastic ability test on industry department. Research methods used in this study were review of related literature, the item analysis and item pattern analysis between college scholastic ability test on introduction to industry and curriculum, contents of textbook. After finding a problem of developing items, trying to find a solution to the problem and developing an up-to-date method of items was to present improvement. Based on the result of the study, some recommendations for future researches were made as follows: First, a phenomenon of making same contents items over again and no making items not on made the items ever have to cut. Second, Time to read and make sense of items have to reduce because depend on the degree of difficulty related on time to understand of items. Third, the depth of textbook contents has to develop on curriculum this year. Fourth, the succeeding study on linkage between college scholastic ability test and simulation of college scholastic ability test. Fifth, verification validity on contents of new movement domain is developed new and striking test items.

• Journal of the International Relations & Interdisciplinary Education
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• v.4 no.1
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• pp.19-34
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• 2024

This study analyzes the art and questions presented in the secondary school teacher certification examination from 2018 to 2024, according to the art and evaluation area and evaluation content elements presented by the Korea Institute for Curriculum and Evaluation. In order to achieve the purpose of the study, 159 questions from the art and appointment examination over 7 years were collected and the ratio of evaluation content elements was analyzed for each of the 7 basic subjects and fields. As a result of the study, the proportion of evaluation content elements in each of the seven basic subjects and fields is also balanced at a considerable level. In other words, from 2009 to 2013, 55(50%) evaluation content elements were presented, compared to 71(64.5%) evaluation content elements from the 2018 teacher selection test to the 2024 school year. Despite this improvement, 39(35.5%) evaluation content elements were excluded, so improvement measures were discussed.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.05d
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• pp.741-746
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• 2002

본 논문에서는 학습자 스스로가 학습 능력을 조절하고 학습 내용과 시험 평가를 객관적으로 판단할 있는 자기 주도적 학습 내용 및 시험 평가 방법을 제안하였다. 제안된 자기 주도적 학습 내용 및 시험평가 방법은 삼각형 타입의 소속 함수와 퍼지 논리를 이용하여 학습 능력과 시험 능력의 소속도를 계산하고 각각에 대해 퍼지 등급도를 부여하였다. 학습 능력의 소속도와 시험 능력의 소속도에 대해서 퍼지 관계의 연산 및 합성에 의해 최종 소속도를 계산하고 퍼지 등급도를 결정하여 학습자가 학습 능력의 소속도와 시험 능력의 소속도 및 최종 퍼지 등급도를 분석하여 스스로 학습을 조정할 수 있도록 하였다. 그리고 제안된 연구 내용을 정보 검색사 필기 과목에 적용하여 구현하였다.

• Journal of the KSME
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• v.24 no.4
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• pp.243-245
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• 1984

HEATCON은 80컬럼을 사용할 수 있는 APPLE II용으로 BASIC용어를 사용한 과도 열전도 해석 프로그램이며, 사용자와 대화식으로 되어 있어서 사용자가 열전도의 기본개념을 이해하고 있으면 별도의 설명서가 없어도 화면에 나타나는 지시를 따라서 사용할 수 있다. HEATCON은 개발후 마사츄세츠 대학교에서 열전달 과목을 수강하는 학생들에게 한 학기동안 시험적으로 사 용토록 하여 검토 되었으며 이때 발견된 문제점들이 모두 해결 되었다. 소프트웨어의 개발에서 이러한 시험사용을 통한 검토는 매우 중요하며, 개발자가 예상하지 못했던 문제점들이 발견되는 경우가 많이 발생한다.

• Review of KIISC
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• v.13 no.2
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• pp.32-42
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• 2003

본 연구에서는 국내의 정보보호 자격제도에 대하여 운영기관, 직무분야, 응시 자격, 검정 방법, 시험과목, 합격률 및 합격자에 대한 현황을 분석하였다. 현재 우리 나라의 정보보호 자격은 인터넷보안전문가, 정보보안관리사, 정보보호전문가 자격이 민간 자격으로 운영되고 있으며, 정보보호 자격이 개발되고 운영된 기간이 얼마 되지 않기 때문에 자격취득자의 수가 매우 적다. 본 고에서는 국내 정보보호 자격에 대한 실태 분석을 통하여 우리 나라 정보보호 자격의 활성화 방안을 제시하고자 한다.

• Bulletin of the Korean Space Science Society
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• 2009.10a
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• pp.31.4-32
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• 2009

보천가는 중국의 수당(隋唐) 시대에 저술된 책으로서 중국의 전통적인 별자리들을 칠언시로 읊은 것이다. 이책은 조선에서도 출간되었고, 세종 12년부터 관상감의 천문학자들을 위한 시험의 공식 과목으로 지정되었고, 이후 조선시대 말까지 계속되었다. 조선시대에는 총 세 가지의 보천가가 출간되었다. 이 논문에서는 이들 각각의 성립 경위와 시기를 고찰해 보고, 내용상의 특징을 살펴보기로 한다.

• Convergence Security Journal
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• v.13 no.5
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• pp.117-127
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• 2013

Even though, the Korean private Security Guard's industry is developing, it did not reached at the expected quality services because of the below cost tendering from flooded small security companies, consequently low pays and fragile benefits occur therefore, the skill level and morale decreased. Also, the private security guards field's education, training and development of expert certification system is not enough. One of the plans to solve these problems can be invigorate the certification system. The improving ways are suggested after the research and the analysis of the certification system as below. First, the qualification system to become a security leader will need to add directly related subject, skill examination and continuous refresh training. Moreover, it needs accurate needed the number of the securities and the reduction of the 1st examination exemption object. Second, the qualified system to be become securities will need to strengthen on standard of qualification and focus on skill evaluation, the job education need to state by the law, also exemption for applicant who approached requirements.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.532-543
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• 2004

The teacher appointment examination is consisted of a written test, an interview, a demonstration of teaching practices, one's academic record etc. The primary written test(full credit of 100) consists of multiple-choice test of general pedagogy(30%) and constructed response test of science(70%). The science test consists of science education($20{\sim}30%$) and science content($70{\sim}80%$). Five science exams were implemented for appointing general science, physics, chemistry, biology and earth science teachers in 2002 and 2003. The credits alloted to science education domain decreased from $25.7{\sim}30%$ in 2002 to $24.3{\sim}25.7%$ in 2003. The percentage of correct answer was similar between science education and science content domain in 2002, but the percentage of correct answer in science education domain(70.2%) was 29.8% higher than that of science content domain in 2003. Earth science exam almost reached the target mean score of 60 but the other four exams showed the mean scores ranging from 45.0 to 52.7 in 2002 and from 40.1 to 49.6 in 2003. The percentage of high difficulty items(p<40%) was 41.2% in physics and chemistry in 2002, 50% in physics and chemistry, and 45% in biology in 2003. Seventy eight percent of the items showed fairly high discrimination index(r>.30). In addition, the reliabilities of 5 tests were from .79 to .88. In conclusion, it is recommended that the credits alloted to science education domain should be increased up to 30%, and exam difficulties should be lowered to a proper level by making science content items easier.

• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.1-14
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• 2016

As the importance of informatics education has been accentuated all around the world, Japan is considering adopting 'informatics' as a subject in the university entrance examination from 2020. Under these circumstances, Informatics university entrance research group in Japan has annually conducted an 'informatics' nationwide mock test since 2013 to prepare for the time when 'informatics' is adopted as a subject in the university entrance exam and has accumulated the data which help understand the informatics education level of high school students and its trend. This study thus provided the Korean high school students with the questions which are the same as those from the informatics nationwide mock tests conducted in Japan so far in order to identify the education level of informatics among Korean and Japanese students. Overall mean scores and mean scores in each subject of Korean and Japanese students in the 2015 informatics nationwide mock tests were compared and analyzed and the gender analysis was conducted. These results will be expected to suggest the direction for the future informatics education such as adopting 'informatics' as a subject in the university entrance exam in order to be a compulsory subject in the high school curriculum that can ensure the required skills in society.

• KIPS Transactions on Computer and Communication Systems
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• v.12 no.10
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• pp.291-298
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• 2023

In this paper, we study whether the programming questions of the Informatics·Computer recruitment tests were suitable for selecting teachers with required programming skills. The average points of the programming questions constituted 38%(20.8 points) of the total scores for the entire curriculum based on the results from analyzing the previous questions in the past 5 years. Moreover, the distribution of points for each evaluation criteria within programming and data structure, two exam subjects which have a high proportion of programming questions, demonstrated a large deviation ranging from 0% to 47% and 0% to 53% respectively. In this study, a questionnaire survey was conducted on 31 teachers to examine if the previous programming questions were suitable for measuring teachers' competency in programming abilities required in the actual teaching experience. Computational thinking ability was ranked the highest at 58% in response to the area that needs to be evaluated in the recruitment test. In response to the relevance of previous questions, problem solving ability was ranked the highest at 2.84 on a 5-point scale, but the overall appropriateness was deemed low. C language and Python were regarded as the computer languages suitable to be tested for programming questions with each ranked 55% and 45%. The finding confirms that teachers preferred Python and the incumbent C language to others. Based on the results of the questionnaire, we recommend changes in the programming questions to improve the selection criteria.