• Women's Health Nursing
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• v.27 no.3
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• pp.176-179
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• 2021

Before evaluating convergent, discriminant, and known-groups validity, it is suggested to design an instrument that reflects hypothetical relationships or differences with other comparator instruments or groups. For criterion validity, a gold-standard instrument measuring the same construct should be carefully selected.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.75-85
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• 2003

We have developed of a criterion that would help to select and develop performance assessments in science education. There are six categories of a criterion: Fidelity, satisfaction, content validity, fairness & suitability, reliability & objectivity, and usability. There are the total of 25 sub-categories under the six categories. Five science educators evaluated the validity of the criterion. For reliability of the criterion, Kendall's tau-b was used. Eight science educators and elementary teachers evaluated three performance assessment tasks for the correspondence of the criterion. This study also discuss the implications of this criterion as well.

• Korean Journal of Social Welfare
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• v.66 no.3
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• pp.253-276
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• 2014

The purpose of the present study was to examine psychometric properties of the BSI-18 in Korean adults with mental disorders. This study examined internal consistency, test-retest reliability, convergent validity, and a factor structure of the BSI. The sample consisted of 180 adults with mental disorders, who enrolled in mental hospitals and in a day hospital. Data was analysed using reliability analysis, correlation analysis, and confirmatory factor analysis. Major findings were as follows. The Korean version of the BSI showed good internal consistency and test-retest reliability, as well as excellent convergent validity. The original three-factor structure of the BSI-18, proposed by Derogatis, 2001, fitted to the data. These findings indicate that the BSI-18 is a reliable and valid measure as a psychiatric assessment tool and a treatment outcome measure.

• Communications of Mathematical Education
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• v.13 no.2
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• pp.641-653
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• 2002

수학 교육평가에서 고사 타당도의 측정은 매우 중요하다. 그것은 평가자가 목적하는 바의 준거에 따라 수험자들의 문제해결력 변별을 위한 고사들 간의 타당도 크기 측정과 또는 고사 문항의 선정, 배치를 통하여 한 고사의 타당도를 높이기 위한 문항별 타당도 계수를 측정 계산하는 것이다. 이 연구에서는 이 두 가지 고사 타당도의 크기 측정법을 이용하여 수학교육 평가 현장에서 직접적으로 적용할 수 있는 고사 타당도의 제고에 유효한 연구 결과를 제시한다.

• The Journal of the Korea Contents Association
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• v.15 no.3
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• pp.290-302
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• 2015

The study purpose was to test the validity and reliability of the Korean version of the Revised Stress Appraisal Measure (RSAM) to assess stress appraisal in undergraduate students. Internal consistency reliability, construct and criterion validity were calculated using IBM SPSS Statistics 21 and AMOS 21 program. Survey data were collected from a convenience sample of 296 undergraduate students enrolled in five universities in G city and C area, South Korea. The Korean version of RSAM categorized into 5 factors explaining 68.4% of the total variance. The model of five subscales was validated by confirmatory factor analysis (p<.001, Goodness of Fit Index, Adjusted Goodness of Fit Index, Normed Fit Index, Comparative Fit Index >.08, Root Mean Square Error of Approximation=.056). In criterion validity, the scores for the scale were significantly correlated with the Perceived Stress Scale-Korean. Cronbach's alpha coefficient for the 19 items was .73~.89. The Korean RSAM showed satisfactory construct and criterion validity and reliability. Thus it may be an appropriate instrument for measuring stress appraisal in Korean university students.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.1-10
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• 2009

Evaluation criteria of 'Inquiry' for subjects related to information and computer in Vocational Education Section are four and not specified. The purpose of this study is to develope evaluation criteria of 'Inquiry' for subjects related to information and computer in vocational education section. To design evaluation criteria of 'Inquiry', this paper analyzed college entrance tests and performance capabilities of computing graduating. This paper investigated the validity of the contents as judged by a panel of experts. 'Inquiry' was classified 'Analysis', 'Synthesis' and 'Evaluation'. This paper developed three evaluation criteria for 'Analysis', six evaluation criteria for 'Synthesis' and two evaluation criteria for 'Evaluation' with sample evaluation tool.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.31-40
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• 2009

In the Cyber Home Learning Service (CHLS) for primary and secondary level students, Cyber Teachers are in charge of providing learning assistance and guidance to students through various activities. Thus, improving the Cyber Teachers' satisfaction level could contribute to increased effectiveness of the CHLS. In this study, we developed the evaluation criteria to assess the satisfaction level of teachers participating in the CHLS, and analyzed factors influencing the satisfaction level. We verified the content validity of the evaluation criteria. We also analyzed the evaluation criteria model by conducting an item characteristic analysis and a goodness of fit test using the SPSS and AMOS. Finally, we developed 20 items from five factors based on the analysis results.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.2285-2294
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• 2014

Stoltz's AQP is a tool to estimate the level of adversity. The purpose of study is to test the reliability and validity of AQP. The participants were 297 nurses of tertiary hospital in Korea. Data were collected from Aug. to Oct. 2013. Resilience Scale was used as criterion of AQP. Cronbach's alpha test, item total correlation, exploratory factor, correlation analysis, and ANOVA test were used. In result, factor analysis was accounted for four factors explaining 56.256% of total variance and corresponding factors were factor 1 (Control, 10.7%), factor 2 (Ownership, 13.7%), factor 3(Reach, 17.4%), factor 4 (Endurance, 14.9%). The internal consistency was acceptable (Cronbach's alpha=.84). Four factors were positively correlated with RS. AQP is a reliable and valid instrument to measure for adversity quotient in Korean nurse.