• Korean Architects
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• s.455
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• pp.84-89
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• 2007

이 기준은 건축사자격시험의 문제출제 및 선정위원에게는 출제의 중심 내용과 방향을 반영하도록 권고.유도하고, 응시자에게는 출제유형을 사전에 파악하게 하기 위한 것입니다. 그러나 문제출제 및 선정위원에게 이 기준의 취지를 문자 그대로 반영하도록 강제할 수 없으므로, 응시자는 이 점을 참고하여 시험에 대비하시기 바랍니다.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.6
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• pp.28-39
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• 2017

The purpose of this study was to analyze the tendencies of the written test questions regarding the scientific plant names in the subject of scenic planting in the national qualification test for landscape engineers. To achieve this purpose, targeting the 20 questions in the subject of scenic planting, the study chronologically analyzed the types of the presented questions about the scientific names of the plants, the changes in their year-to-year number, and their presentation frequency over the past 11 years from 2006 to 2016. The following was found by an analysis of the tendency of the questions presented over 11 years from 2006 to 2016 regarding the scientific plant names in scenic planting in the written test of the national technical qualification examination for landscape engineers. The number of these questions was 234, and they were classified into 13 items: scientific names, families/genuses/ species, characteristics, barks, roots, foliage, flowers, fruits, properties, places of origin, stalks, leave, and uses. After analyzing the examination question trends per year, the year in which the highest number of questions was given was 2013 at 56.6%; the ratio of questions asking botanical names increased until 2013, although that ratio decreased starting in 2014 due to consistent efforts from the landscaping field. The plant species most frequently asked about were Betula platyphylla and Taxus cuspidata and others frequently asked about included Pinus densiflora, Acer palmatum, Forsythia koreana, Cercis chinensis, Robinia pseudoacacia, Cornus officinalis, Zelkova serrata, Abies holophylla, Camellia japonica, Sophora japonica, Chaenomeles sinensis, which were asked about more than 10 times. The number of plant species presented as question items or choice items was 240 and their presentation frequency was 806, Among these, 66 species were steadily presented more than five times. They were presented 486 times, accounting for 27.5% of all species. The number of the new plant species which began to be presented in 2009 were 119(49.58% including Quercus myrsinaefolia) of all 240 species, indicating that their presentation frequency was gradually increased. As a result of comparative analysis of questions on arbor and shrub, evergreen and leaf abscission that have been presented for recent 11 years, the questions on arbor were more than shrub, the questions on leaf abscission were more than evergreen.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.4
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• pp.76-83
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• 2018

The purpose of this study is to analyze people who applied for and passed engineer landscape architecture examination that had been conducted from 2007 to 2016, the test frequency and trends by the question types in the landscape structure construction and management area, and the test tendencies and features by question types, and thereby to find the test trends for landscape structure construction and management in engineer landscape architecture examination. the analysis results are presented as follows: The people who applied for and passed engineer landscape architecture examinations that had been conducted from 2007 to 2016 were analyzed. as a result, the numbers of applicants and those who passed the examination have been on the decrease from 2011 and from 2012, respectively. the 10-year average rate of successful applicants for engineer landscape architecture examination was 11.2%. The test frequency and trends by the question types in the landscape structure construction area, and the test tendencies and features were analyzed. as a result, based on the key words in the seven categories (construction plan & process management, landscape materials, landscape planting foundation, work classification based construction, landscape estimation, basic structural mechanics, and survey), the questions about work classification based construction accounted for the largest, or 25.2%, and the questions about landscape planting foundation accounted for 3.3%. therefore, landscape planting foundation had lower test frequency and was less important than other categories. The test frequency and trends by the question types in the landscape management area, and the test tendencies and features were analyzed. as a result, based on the key words in the nine categories (operation and use & maintenance, pruning management, fertilization management, weed management, irrigation and drainage management, wintering management, pest management, and lawn management, and landscape facility management), the questions about operation and use & maintenance accounted for the largest, or 37.2%, and the numbers of the questions about fertilization management and irrigation & drainage management and of the questions about waterscape facility of landscape facility management have been on the increase from 2011 and from 2015, respectively. According to the analysis on the test tendencies for landscape structure construction and management areas in the examination there have been questions in a wide range and variety of categories. in terms of the landscape structure construction area, the frequency of questions in work classification based construction, landscape materials, and excellent quality in terms of the landscape management area, the frequency of questions in fertilization management, irrigation & drainage management, and waterscape facility of landscape facility management tends to increase because of environmental factors like climate change.

• Proceedings of the Korean Information Science Society Conference
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• 2000.04b
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• pp.690-692
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• 2000

인터넷의 빠른 보급으로 인해 사이버 교육 사이트가 늘어나고 있다. 사이버 교육의 장점은 언제 어디서나 손쉽게 인터넷 사이트에 접속하여 교육을 받을 수 있다는 점이다. 그러나, 사이버 교육에는 해결해야 할 문제점들이 있는바, 그 문제점 중의 하나는 학생의 수학 능력을 평가하는 것이다. 본 논문에서는 출제자가 컴퓨터로 입력한 문제에 대한 정보와 출제 기준을 구문분석하고, 정해진 형식에 맞추어 서버를 통해 저장해둠으로써 각각의 학습자가 편리한 시간에 통신에 접속하여 응시할 때마다, 출제자가 학습자에게 요구하는 평가형식으로 저장된 문제정보를 불러와서, 매번 다른 유형의 문제들을 화면상에 출력시킨다. 어떤 경우에도 새로운 문제 유형으로 시험을 공정하고 효과적으로 평가할 수 있도록 구현되어졌다. 시험평가부에서 시험문제에 대한 해설을 덧붙여 시험후의 학습 효과를 이룰수 있도록 했다.

• Journal of the Korean School Mathematics Society
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• v.19 no.2
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• pp.177-196
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• 2016

In this paper, we analyze the influence of mathematics teaching-learning for high level math problems of A-type of mathematics section on the College Scholastic Ability Test(CSAT). To analyze the influence, we compare and analyze units and field of questions set at examinations based on the rate of wrong answers in A-type mathematics test of the CSAT from 2012 to 2016. Also, we study the recognition of academic high school students and teachers about units and fields on math which need to allow more time to improve grade for A-type of mathematics section on the CSAT. We found following facts. First, high level math problems determining rank of high rank students on the CSAT was taken mostly from the unit related a exponential function and a logarithmic function. Second, these problems need more time for a calculation rather than an ability for students to deepen their understanding of the concept and quality of education. Third, high rank students spend a lot of time to study more important units and fields of mathematics on the CSAT such as a exponential function and a logarithmic function, and teachers spend a lot of time to teach them.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.1-17
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• 2005

The purpose of this paper was to investigate the mathematical knowledge and perspective of elementary school teachers in the development and evaluation of students' mathematical tests, analyse test questions, and suggest several principles for the several issues of making and evaluating test-questions. The researcher surveyed 268 elementary school teachers who attended a teachers training program at the A university during January, 2005. The data were analysed by the patterns. The patterns were ambiguity or uncorrectly-described test questionnaires, wrong interpretation of students' responses by the teachers, teacher's deficiency of student' levels and perspectives of mathematics, problematic questionnaires against test-making method, and so forth. Teachers are encourages to cross check to avoid the above problems, to have a strong mathematical knowledge, and to see students' mathematical answers in a flexible manners.

• Proceedings of the Korean Information Science Society Conference
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• 1999.10b
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• pp.673-675
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• 1999

인터넷의 발전에 따라 교육 형태는 인터넷을 이용한 원격 교육으로 변하고 있다. 현재의 동향은 주로 영상 강의 시스템으로 치우쳐 있다. 그러나 이 시스템은 원격 강의를 위해 고용량의 전용선과 고가의 멀티미디어 장비가 필요하다. 그러므로 본 논문에서는 현재의 인터넷 환경에서 웹과 자바를 이용하여 사용자의 편의를 고려한 자동 문제 출제 시스템과, 출제된 문제를 임의로 추출하여 학습자가 문제를 요구할 때마다 매번 다른 유형의 문제를 보여주는 시스템을 제안하고 구현한다. 그래서 편하고 안정적인 시스템을 제공하는 동시에 현재의 교육 시스템을 병행하여 최대한의 교육 효과를 내면서도 경제적인 교육 시스템을 개발하는데 그 목적이 있다.

• Journal of Science Education
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• v.36 no.2
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• pp.293-302
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• 2012

The purpose of this study was to analyze of the science examination of middle school 7th grade by Klopfer's taxonomy of educational objectives. A total of 645 test items from 10 middle schools were analyzed for this study. The examination items were analyzed according to the objectives of science education, such as behavior and contents area, question types, and the degree of difficulty. It was shown that, when the distribution of behavioral objectives was considered, the items emphasized knowledge and comprehension, and were scientific knowledge oriented. The tests consisted of multiple choice questions at a relatively high rate, compared to short answer questions. Comparing the rate of teachers' expectations to the degree of difficulty, the ratio of "top" was low and that of "medium" was high. The results of this study suggested that using various types of question and multiple levels of content and behavior enabled more effective evaluation of the diverse thinking powers and learning of the students.

• Proceedings of the Korea Information Processing Society Conference
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• 2009.04a
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• pp.558-561
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• 2009

본 논문에서는 웹기반 문제은행의 발전된 모형으로 문제 유형에 따른 학습자의 맞춤형 문제를 제공하는 시스템을 설계하였다. 본 시스템의 최종 목표는 능동적, 자기 주도적 학습을 실현할 수 있는 맞춤형 이러닝을 통해 학습자의 학업 성취도 향상에 있다. 교수자 및 개발자 중심의 이러닝 서비스가 아닌 학습자의 학습 결과에 능동적으로 반영하고 유연한 서비스를 제공하기 위해 문제 유형에 따른 적합한 다음 단계의 문제를 제공함으로써 이러닝의 효율을 극대화 한다. 기존의 고정 출제 또는 무작위 출제 방식에서 탈피하여 개별 학습자의 오답과 문제 유형을 고려하여 문제의 키워드, 선택된 보기의 키워드, 유동적 난이도에 따른 문제 추출 방식을 설계하였다. 이 모델은 보조 학습의 수단으로 문제은행 시스템을 학습자 중심에 근접하여, 융통적이고 효과적으로 개인화된 서비스를 제공한다.

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.55-65
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• 2019

In programming language learning system of flip learning methods, the evaluation of cyber lectures generally proceeds from online to multiple choice questions. In this case, the questions are randomly extracted from the question bank and given to individual learners. In order for these evaluation results to be reflected in the grades, the equity of the examination question is more important than anything else. Especially in the programming language subject, the degree of difficulty that learners think can be different depending on the type of problem. In this paper, we classify the types of multiple-choice problems into two categories, and manage the difficulty level by each type. And we propose a question selection algorithm that considers both difficulty level and type of question. Considering the characteristics of the programming language, experimental results show that the proposed algorithm is more efficient and fair than the conventional method.