• The KIPS Transactions:PartD
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• v.9D no.3
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• pp.511-522
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• 2002

WBI (Web-Based Instruction), a web-based tool for teaching the students at a long distance, makes possible to Interact between learners and instructors, provides a wide variety of learning materials, has an advantage of overcoming spatial constraints. In this paper, as a model of using the web for education, a web-based education-evaluation system has been designed and implemented. Web-based education-evaluation system has to be equipped with both of the online setting question mode and the upload setting question mode, the former makes questions on web and the latter uploads the setted questions on offline with settling a defeat of the existing systems on setting questions. And the system has to be equipped with the function of analyzing the questions that gives teacher several kinds of analysis information and makes possible to feedback to questions by adjusting the difficulty and revising the questions. In this paper, a system that reflects the above requirements has been designed and implemented with PHP script language and MySQL database system.

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.781-786
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• 2010

The purpose of this study was to investigate errors on written tests of science, matters, in middle school 7th grade. Errors were defined something you have done which is considered to be incorrect or wrong, or which should not have been done. We found and classified errors, and then examined the frequency of types of errors on the written tests. A total of 167 test items from 10 middle schools were analyzed for this study. Errors on the written tests were classified into 5 types: insufficient information; unnecessary information; inaccurate information; information against curriculum; and unclear information. A total of 81 errors were counted out of 167 test items. The results of this study are expected to help teachers develop written test items to convey definite meanings by text and would be used as basic information for improving written test item standards.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.193-212
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• 2013

This paper aims to identify factors to elevate the effectiveness of a high school mathematics teacher's training program focused on the construction of test items, and to make a blueprint for the training program development of high school mathematics teachers. This study created and executed a teacher's training program, and then twice applied focus group interviews with the teachers who participated in the program. As a result, this study identifies four factors that elevate the effectiveness of a high school mathematics teacher's training program focused on the construction of test items: the structure of the training program that allows teachers to concentrate on constructing test items, the recognition and revision of their habits related to the construction of test items, the formation of a consensus among the participants, and self-reflection on the teachers' specialties in the construction of the test items.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• Communications of Mathematical Education
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• v.16
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• pp.201-215
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• 2003

이 연구에서는 창의적인 문제해결능력을 검사하는 도구로 널리 알려진 개방형 문항 5 문제를 수정 또는 번역하여 중학교 2학년 학생들에게 적용하고 그 결과를 분석하였다. 검사도구에 대한 양호도 분석 결과는 다음과 같다. 첫째, 문항 내적 일관성 신뢰도(Cronbach ${\alpha}$)의 계수는 0.8이다. 둘째, 문항반응이론에 근거한 문항의 적합도 지수는 모두 1.2미만으로서 분석모형에 적합한 문항이라고 볼 수 있다. 또한, 문항간의 난이도의 차이는 로짓트 점수가 0.6을 넘지 않은 범위에서 골고루 분포되어 있다. 셋째, 문항 신뢰도 지수가 모두 0.80보다 높은 것으로 나타나 사용된 문항들은 서로 잘 분리되어 창의적 문제해결력을 추정하고 변별하는데 무리가 없다. 학생들의 반응에 대한 분석 결과는 다음과 같다. 문항1에서 곡선을 이용한 반응은 영재학생들에서만 발견할 수 있었다. 문항2에 대한 각 반응의 독창성 점수는 모두 0이다 이것은 문항2가 널리 알려진 문제에 기인한 것으로 해석된다. 문항3은 영재학생들이 더 많은 반응을 보인 것으로 모든 반응이 독창성 점수를 부여받았다. 문항4에 대하여 일반학생들은 거의 반응을 하지 못하였다. 문항5는 대부분의 학생이 반응을 하였으며 반응의 종류도 가장 다양하였다.

• Communications for Statistical Applications and Methods
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• v.17 no.4
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• pp.591-598
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• 2010

A questionnaire may consist of duplicated or similar items. This study finds the duplicated or similar items by using the MDS and the cluster analysis of response patterns. By identifying the characteristics of the cluster, those items are combined into a representative item. The similarity of items is measured by the mutual information.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.3-8
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• 2002

대규모 수험자를 대상으로 하는 경우, CBT 방식은 PBT 방식에 비해 비용이나 처리 방법에 있어 효율적이라는 장점을 갖고 있다. 하지만, CBT 평가가 제대로 운영되려면 많은 문항으로 구성된 대규모의 문제 은행이 있어야 하며, 기 구축된 문항은 적합성과 공정성이 반드시 보장되어야 한다. 이에 본 연구는 4,000여 명 이상의 수험자를 대상으로 8000문제가 넘는 문제 은행이 구축되어 실제 CBT 시스템을 개발·운영하고 있는 P 대학교 CBLT 테스트 시스템의 문항들을 분석할 방법을 제안한다. 연구 결과 CBLT 테스트 시스템의 문제 은행의 개별 문항들이 출제자 1인의 주관적 판단에 달려있어 문항에 대한 질 관리가 어렵다는 문제점을 해결하기 위해서는 고전검사이론이 적합하다고 판단된다. 그러나 매 시험이 동질한 문항 세트로 구성되기 위해서는 문항에 대한 충분하고 객관적인 자료가 절대적으로 필요하다. 이를 위해서는 CBLT 테스트 시스템과 같이 응답자 수가 2∼300여 명 전후이며, 40문항의 문항 세트에 대한 분석은 2모수 정도가 적당하다고 판단된다.

• Proceedings of The KACE
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• 2018.08a
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• pp.103-106
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• 2018

2015 개정 교육과정에서 컴퓨팅 사고력의 함양을 강조하고 있지만 컴퓨팅 사고력을 평가하기 위한 도구에 대한 개발이 미흡하다. 비버 챌린지 문항은 전 세계 60여개국의 정보 교육 전문가 집단이 약 1년 동안 공동 출제 및 검토를 통해 개발되는 문항이므로 문항의 타당도가 높다고 볼 수 있다. 다만 초기의 개발 목적이 평가도구로써 사용하기 위함이 아니었기 때문에 과연 컴퓨팅 사고력의 평가 도구로 사용할 수 있는 신뢰도를 가진 문항인가를 검증하기 위해 본 연구에서는 비버 챌린지 2017 그룹 III의 문항을 대상으로 문항내 적일관성신뢰도를 통계적으로 검증하였으며 그 결과 Cronbach ${\alpha}=.784$로 신뢰도가 높게 나타났다.

• Journal of the Korean association of regional geographers
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• v.11 no.5
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• pp.474-487
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• 2005

This paper aims to provide empirical evidence required to describe the level of achievement by analyzing students' item response in NAEP implemented in the United States in 2001. The geography assessment in the NAEP is aimed to test students of 4th, 8th, and 12th grades, and consists of content dimension and cognitive dimension, The former includes 'space and place' 'environment and society' and 'spatial dynamics and connections,' and the latter includes 'knowing' 'understanding' and 'applying,' The level of achievement is defined as three levels for each grade: Basic, Proficient, and Advanced. In this paper, descriptions of achievement is derived inductively from an analysis of student's responses to the items which were selected by using item-mapping method. As a result, there is a great difference between the level of achievement derived empirically from students' response and the level of achievement designed principally suggested by the expert committee. The former could have a contribution to the improvement in geography curriculum.

• Journal of the Korean Geographical Society
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• v.50 no.1
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• pp.91-103
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• 2015

The purpose of this study is to investigate if there is any regional distribution difference in the frequency of geographical location's name mentioned on the SAT Korean geography test. The reviewed items were used for geography subject test in Korean SAT exam in between 2005 and 2015. Researchers analyzed how often a location had been mentioned in the form of maps, captions, and graphs in the national college entrance exam for 11 years. The result indicated that 42% out of the 220 items were using map and about 33% of them represented a specific region. Especially, items related with climate, industries, and local area section contained a specific area information more frequently than others. Moreover, there were 76 cities mentioned in geography subject test on Korean SAT exam during 11 years and 25 places among them were referred to more than three times. The most frequently appeared city was Seoul followed by Incheon, Daegu, Busan, Gangneung, and Jeju and this result shows that there were some regional bias in geography test on the SAT Korean exam.