• Communications for Statistical Applications and Methods
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• v.23 no.4
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• pp.343-353
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• 2016

In doubly-censored data, an originating event time and a terminating event time are interval-censored. In certain analyses of such data, a researcher might be interested in the elapsed time between the originating and terminating events as well as regression modeling with risk factors. Therefore, in this study, we introduce a model evaluation method to measure the predictive ability of a model based on negative predictive values. We use a semiparametric estimate of the predictive accuracy to provide a simple and flexible method for model evaluation of doubly-censored survival outcomes. Additionally, we used simulation studies and tested data from a prostate cancer trial to illustrate the practical advantages of our approach. We believe that this method could be widely used to build prediction models or nomograms.

• Proceedings of the KIEE Conference
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• 2004.07d
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• pp.2465-2467
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• 2004

In this paper we present the guideline to evaluate the easiness of using personal robots and their learning abilities based on the analysis of their built-in commands, user interfaces, and intelligences. Recently, we are breathing with robots that can be able to do lots of roles. cleaning, security, pets and education in real life. They can be classified as home robots, guide robots, service robots, robot pets, and so on. There are, however, no standards to evaluate their ability, so it is not easy to select an appropriate robot when a user wants to buy it. Thus, we present, as a guideline that can be a standard for the evaluation of the personal robots, the standards by means of analyzing existing personal robots and results of the recent research works. We will, also, describe how to apply the evaluation method th the personal robot.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.2
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• pp.194-207
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• 2006

The purpose of this study was to examine the current student assessment plan of subject domain and to propose ways to improve it. This study analyzed the history of our student assessment plan of subject domain and overviewed the student assessment cases of several countries. And then researchers discussed the improvement plans of student assessment of subject domain. The results of this study are as follows. First, we need to enlarge the use of detailed subject-ability record space or to assess student's subject-related ability according to subordinate perspectives of subject. Second, we need to establish the desirable evaluation-perspective and to develop absolute evaluation criteria of each subject and unit. Third, we need to diffentiate the scores of differentiated test items or equate the scores of differentiated groups.

• Journal of information and communication convergence engineering
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• v.2 no.2
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• pp.97-101
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• 2004

This paper is about the use of existing evaluation methods, which evaluate learning determined by the score of an exam, which is either a multiple-choice type or single choice type question. These scores don't show the objective evaluations that cause some negative opinions about the scores. In this paper, we propose that the evaluation of the methods of self-directed learning use the triangle-type function of the fuzzy theory so that the learner can objectively evaluate their own learning ability. The proposed method classifies the result of learning into three fuzzy grades to calculate membership, and evaluate the result of an exam according to the final fuzzy grade degree as applied to the fuzzy grade sheets.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.314-328
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• 1996

This study investigated the literature about science process skills' evaluation to analyse transition of evaluation objectives before and after a Scholastic Ability Test for College Entrance. In the literature survey the researcher established a 3 dimensional science assessment framework with X axis as science concept, Y axis as science process skills and Z axis as problem context. In order to analysis and compare each items the researcher selected 210 items from the 1st to the 7th trials and 138 items from the 1st to 4th Scholastic Ability Test for College Entrance and sampled 2873 science achievement test items from 10 high schools. In accordance with this taxonomy the researcher analysed and compared science process skills item forms. The following results were drawn : The items were evenly distributed in all the four areas(Earth Science, Biology, Physics and Chemistry) of the science concept domain, but they were heavily concentrated on data analysis and drawing a conclusion in science process domain. In the domain of problem context school context was the majority. In spite of distribution like this the ratio on science process skills measurement items and science achievement test items was increased after the Scholastic Ability Test for College Entrance was given. Also the ratio on item expression type was increased. Item form was almost 5 options selection type in the national level test. Although there were 4 options selection type, 5 options selection type, short answer type, essay type in school level test, rising from 33.1% to 65.5% on 5 options selection type is exhibited. This study showed that the school level item form was better various than the nation level. This point like this is the evidence for the improvement toward the science process skills test and influenced by Scholastic Ability Test for College Entrance. The ratio on the item which joined with the 3 axes had a mean of 99.3% in nation level test and mean 44.9% in school achievement test level. But the ratio in the school achievement test level increased after the Scholastic Ability Test for College Entrance was given. In view of this study we must furthermore study the item types which can evaluate valjdately science process skill's five stage each and evaluation method by the high school students' problem solving patterns and features in scientific inquiry on all science process skills elements.

• Progress in Medical Physics
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• v.21 no.1
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• pp.42-51
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• 2010

Imaging studies using MRI, PET, and/or MEG have been primary evaluation methods to quantitatively assess cognitive function. Recent advances in computational technology and information technology may allow a novel evaluation methodology to quantitate cognitive function more cost-effectively. In this study, we developed a software package composed of a series of tests to evaluate cognitive ability combined with a user-friendly touch screen input device. This cognitive assessment tool can quantitate concentration, numeric memory, associative memory, topological memory, visual and muscular reaction, and acoustic reaction over a relatively short testing time. We performed an empirical study on eighty normal subjects aged 20 and 59 years old using the developed evaluation methods. Age-related cognitive deterioration after 40 years old was confirmed. There was no difference in cognitive ability between male and female in the same age group. This study demonstrates the feasibility of a simple but effective evaluation software tool to quantitatively assess cognitive ability. This methodology may provide improved accessibility and reduced costs to perform cognitive function studies to compare between various subject groups.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.95-104
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• 2021

Software education is drawing attention as an education for fostering future talents who will lead the 4th industrial revolution. The purpose of software education for everyone from kinder to adults is not simply to develop programming skills, but to develop "Computational Thinking," a problem-solving ability that effectively solves real-world problems based on computing. Therefore, how to cultivate and evaluate computational thinking is a very important issue. This paper proposed a method of applying a process-based performance evaluation method to evaluate computational thinking ability in the process of solving learners' problems. The developed contents were revised and supplemented through two Delphi surveys by a group of experts consisting of five university professors and five incumbent information teachers majoring in computer science and computer education to verify the effectiveness of the final model. I hope This paper can contribute to the study of evaluating computer thinking ability from the perspective of problem solving.

• Korean Journal of Culture and Social Issue
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• v.21 no.3
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• pp.457-479
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• 2015

This study investigated the differential effects of subjective evaluation for attention and situation adaptability, and motivation on driving mobility as a function of driver's age. The results can be summarized as followings. First, subjective capability evaluation tended to decrease as the drivers' age increased, and lower evaluation for situation adaptability seemed to be recognized earlier than attentional ability in middle-aged drivers. Second, although subjective evaluation for attentional ability predicted positively driving mobility of all age groups, but only subjective evaluation for situation adaptability predicted positively driving mobility of older drivers. Third, among motivational elements, BAS predicted positively driving mobility of young and middle-aged driviers, whereas BIS predicted positively driving mobility of older drivers. Finally, middle-aged drivers tended show increased driving mobility when their attentional ability score and BAS were high, whereas older drivers showed lowest level of driving mobility when their situation adaptability score and BIS were low. These results suggest importance of integrated consideration for drivers' subjective evaluation for attention and situation adaptability, and motivation to understand characteristics of driving mobility in different age groups.

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.90-105
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• 2007

The purpose of this study is to find the influence of environmental issue analysis instruction on the environmental decision making ability for grade 5 elementary school students. The study was done through pre and post testing control group structure. The object of this study is grade 5 of I elementary school students which were divided into 35 student test group and 54 student control group. Through studying references, the selection standard of appropriate environment issue and the environmental issue analysis instructing objective. Conducted the environment issue instructing based on the selected environment issue and instructing objective. The classes were held in total of 6 sessions in the chapters related to class objective and class content within the curriculum. The pre and post testing was done using environment decision making ability test sheet which was reconstructed by myself and the results were analyzed by t-test. As a result of comparing pre and post testing the students in test group showed significant results in the processes of problem recognition, evaluation of alternatives, behave planing (p<.001). As a result of comparing the differences of environment decision making ability of pre and post test of test group and control group, it showed significant results in the process of evaluation of alternatives(p<.00l). The environment issue analysis class has positive influence on the environment decision making abilities of the students but since the outcome of environment decision making ability is lower, there is a need for long term environment education plan and further studies to find whether the environment issues within the textbook is appropriate in the elementary student level, useful school aspect and the influence of environment issue analysis class on the change of values for individuals.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.361-374
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• 2005

I analyzed the effect of problem posing teaching and teacher-centered teaching on mathematical problem-solving ability and creativity in order to know the efffct of problem posing teaching on mathematics study. After we gave problem posing lessons to the 3rd grade middle school students far 28 weeks, the evaluation result of problem solving ability test and creativity test is as fellows. First, problem posing teaching proved to be more effective in developing problem-solving ability than existing teacher-centered teaching. Second, problem posing teaching proved to be more effective than teacher-centered teaching in developing mathematical creativity, especially fluency and flexibility among the subordinate factors of mathematical creativity. Thus, 1 suggest the introduction of problem posing teaching activity for the development of problem-solving ability and mathematical creativity.