• Korean Medical Education Review
• /
• v.25 no.1
• /
• pp.68-77
• /
• 2023

Basic medical education is important for developing the competencies of medical doctors, and it includes basic biomedical sciences, preventive medicine, medical ethics, and clinical science. This study aimed to reveal the current status of the Korean Medical Licensing Examination (KMLE) regarding its evaluation of competencies in basic biomedical sciences. The basic medicine-related questions were screened and selected from the test forms of the KMLE (2016-2018) by personnel conducting basic biomedical science education, and the selected questions were analyzed by three independent groups of undergraduate students at Chonnam National University Medical School in terms of the learning outcomes of basic medical education. The study scope includes the proportion of basic medicine-related questions, which consist of basic medicine questions and basic medicine-related clinical medicine questions, its annual change, discipline distribution, and associated learning outcomes. The average proportions of basic biomedical sciences, preventive medicine and medical law, and clinical sciences were 2.3%, 5.8%, and 91.9% of all questions, respectively. The proportion of basic medicine-related questions, except those on preventive medicine and medical law, was 22.0% of the total, and questions on pharmacology and microbiology accounted for 83.0% of the basic medicine-related questions. The proportion of sub-enabling learning outcomes linked with basic medicine-related questions comprised 14.0% of the total outcomes for basic biomedical sciences and 30.4% for preventive medicine and medical law. It is concluded that the KMLE questions may not sufficiently cover the essential competencies of basic medical education for medical doctors, and the KMLE may need to be improved with regard to competencies in basic biomedical sciences.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.5
• /
• pp.15-22
• /
• 2009

In this thesis, we performed research focusing on the following details: First, questions made in the information computer subject of the employment examination for the 2009 academic year were classified into each major field and the weight and distribution of marks for each field were analyzed; Second, using questionnaire, (1) the distribution of items for major fields and opinions of the verification of teacher's ability, (2) the opinions of difficulty of the examination, the allocation of time and the proportion of subject contents and subject pedagogy; and (3) the recognitions of instructor group and examinee group were examined and the results were compared and analyzed. According to the results of this study, questions were made evenly in the fields of each subject as the intention of making the questions. Also, for each result of the questions about first examination and second examination, there were not significant difference between professor group and examinee group.

• The Mathematical Education
• /
• v.43 no.3
• /
• pp.309-314
• /
• 2004

A standardized scoring system for college interview entrance examination means we standardize the score of examination to adjust the degree of difficulty among questions and difference of panel's disposition. A standardized scoring system were newly enforced at college interview entrance examination from 2001. Colleges want to choose the most suitably qualified students, taking full advantage of interview examination. Also they should always prepare for questions, plan the answers and a standardized scoring system so that all candidates get a fair shake. The main purpose of this paper is to provide a standardized scoring system for interview examination. The results of interview examination are ranked from highest to lowest and each candidate have different rank from several panels. So some unit scores from panels are given for each candidate using standard normal distribution. Then we calculate the mean unit score for each candidate and final interview entrance examination scores are given using the mean unit score for each candidate.

• Journal of Korean Library and Information Science Society
• /
• v.54 no.4
• /
• pp.85-104
• /
• 2023

The purpose of this study is to analyze the examination questions used in the librarian teacher recruitment exam, including the domains, content, and evaluation factors, and to propose improvements for the recruitment exam. To achieve this, examination questions for librarian teacher recruitment exams since 2002, provided by the Korea Institute for Curriculum and Evaluation, were collected and analyzed the frequency of appearances by section. The analysis revealed that, 106 questions (21.95%) on school library administration, 63 questions (13.04%) on classification and information retrieval 59 questions (12.22%) on library computerization, 58 questions (12.01%) on reading education, 56 questions (11.59%) cataloging and information service, and 18 questions (3.73%) on information media were examined. Next, analyzed the frequency of appearances in the last 10 years (2014-2023) by dividing the examination areas into specialty of librarian and school library practice, and found that there were a total of 149 questions (66.22%) related to specialty of librarian and 76 questions (33.78%) related to school library practice. Based on these findings, recommendations have been made for update assessment areas and factors, expanding the field of information media, and suggested the need for a stable and continuous teacher recruitment policy.

• The KIPS Transactions:PartD
• /
• v.12D no.3 s.99
• /
• pp.471-480
• /
• 2005

Most questions made for remote examinations on web-based education system use methods of making questions using fixed questions or randomly using item pools or automatically using degree of difficulty. Particularly, automatically selection methods using degree of difficulty is the kernel of a question that objectivity of the first degree of difficulty for questions and an effective questions selection using degree of difficulty and mediateness degree of difficulty based result of examination. This paper is use automatically selection methods for examination on web-based education system. Firstly, we present new question selection algorithms as regards degree of difficulty and distribution between all units. Secondly, we present new algorithms of mediateness degree of difficulty as regards education ability of students for adjust the degree of difficulty. We identified this algorithms is more effective as compared with previously algorithms on web-based education system.

• Journal of Digital Convergence
• /
• v.19 no.4
• /
• pp.339-347
• /
• 2021

The purpose was to analyze the trend of sport pedagogy in secondary teacher certification examination based on the secondary teacher qualification criterion in Korea Institute for Curriculum and Evaluation since abolition of multiple-choice questions from 2014 to 2020. The result showed the questions for sport pedagogy were 48 question since 2014, and found 83 sub-questions. The implications are as follows. First, the frequency of sub-questions in sport pedagogy has increased, causing an integrated question. Second, the serious unbalanced issue of questions for examination was presented. Third, dependence on specific domains was excessively high. Fourth, the confusion caused by the overlapped domains with the content knowledge of physical education subject was intensified. Therefore, evaluation factors based on 2016 KICE classification table should be clear and field application questions should be developed.

• Journal of Korean Foot and Ankle Society
• /
• v.21 no.3
• /
• pp.104-107
• /
• 2017

Purpose: The purpose of this study was to evaluate the questions pertaining to the foot and ankle on the Korean Orthopedic In-Training Examination (KOITE) between 2012 and 2016. Materials and Methods: Questions regarding the foot and ankle on KOITE during the five-year period (2012~2016) were analyzed. Number of foot and ankle questions, topics, taxonomic classification, imaging modalities, and cited references related to each question were analyzed. Results: The average number of foot and ankle questions was 35, accounting for 7.0% (35/500) of all KOITE questions. All questions were categorized into three topic areas: disease (51.4%, 18/35), trauma (31.4%, 11/35), and basics (17.1%, 6/35). Taxonomy 3 (decision-making type questions) was the most common (42.9%, 15/35). References that are commonly used for each question were Campbell's Operative Orthopedics (100%, 35/35) and the textbook of The Korean Orthopaedic Association (74.3%, 26/35). Conclusion: This analysis can be valuable to not only orthopaedic surgery residents to improve their knowledge of orthopedics, but also to instructors for optimizing their education programs.

• Journal of Korea Society of Industrial Information Systems
• /
• v.9 no.4
• /
• pp.47-55
• /
• 2004

Most questions made for remote examinations on web-based education system use methods of making questions using fixed questions or randomly using item pools or automatically using degree of difficulty. Particularly, automatically selection methods using degree of difficulty is the kernel of a question that objectivity of examination questions by degree of difficulty adjustment based result of examination. This paper is use automatically selection methods for examination on web-based education system. Therefore we present new algorithms of mediateness degree of difficulty as regards education ability of students for adjust the degree of difficulty. We identified this algorithms is more effective as compared with previously algorithms on web-based education system

• Journal of Internet Computing and Services
• /
• v.3 no.3
• /
• pp.19-29
• /
• 2002

Recently, cyber evaluation systems on the Web-based remote education do not consider the personalized characteristic and propensity of individual students. Especially, in setting of the questions far examination, the traditional simple and general methods for all students group have been used for evaluation. This paper proposes on efficient cyber evaluation system using user profile. First, questions are filtered by using user profile for the personalized characteristic and propensity of individual students, This personalized characteristic and propensity have been disregarded in traditional evaluation systems. And then, filtered questions are set for examination, Therefore, efficiency of the evaluation system is enhanced and students make good results from their study. When user profile is adapted, the setting method of question for examination have combined category-based method with keyword-based method. This make students get the interest and pleasure for questions.

• Journal of Technologic Dentistry
• /
• v.16 no.1
• /
• pp.12-42
• /
• 1994

The study objected to the 36persons out of 55 persons who have registered under the association of the professor of department of Dental Laboratory Technology to grasp contents of May, 1992, and objected to the 74persons out of 100persons who have registered under the association of an a lumni of Department of dental Laboratory Technology, Jisan Junior college to grasp contents about improvement of dental laboratory technology, Jisan Junior College to grasp contents about improvement of the national practical examination in the dental technician of the present day of May, 1994 and its results which we have acquired by this study were as follows : There are lots of opinions who have required the necessities to enforce for a national practical examination in the dental technician. A sense of satisfaction forward the system of a national practical examination in the dental technician appeared as unsatisfaction and it's unsatisfaction decreased from evaluation me operation method, the makes of questions, selection of a markers, distribution of marks of a practical examination. The operation method of a practical examination have appeared the opinions which they wished the present system. A date of operation a practical examination have appeared the opinion of which they preferred late in February. The distribution of marks of a practical examination have appeared the opinions which they wished the present system. The problem of the makes of questions of carving test which derived by an out flow of cast appeared which 52.7 percent(58 persons), lack of objectivity and lack of a standard evaluation appeared which 40 percent(44 persons), and lastly appeared. 5.5 percent(6 persons) with partiality of a questions. The problem of the makes of question of Q-test which derived by lack of a standard evaluation appeared which 44.5 percent(49 persons), lack of objectivity appeared which 39.1 percent(43 persons).