• 대한치과기공학회지
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• 제44권3호
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• pp.104-110
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• 2022

Purpose: This study analyzes the difficulty and discrimination of the paper-based test (PBT) and the computer-based test (CBT) according to item response theory, focusing on the National Dental Technician Examination. Methods: A mock test was conducted from September 15 to 23, 2020, and the final 179 (1 out of 180 absentees)people were the subjects of this study. Both frequency analysis and factor analysis were performed. The collected data were analyzed using IBM SPSS Statistics ver. 18.0 (IBM) and jMetrik programs. The significance level was set to 0.05. Results: The difficulty of the mock test was more easily responded to in CBT. It was also predicted that the CBT could better measure the ability of test takers than the PBT could. Conclusion: The difficulty, discrimination, and reliability of the questions were not affected by the examination method through the mock test. The feasibility of a future change to the CBT was confirmed by the National Dental Technician Examination.

• 인터넷정보학회논문지
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• 제8권6호
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• pp.127-133
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• 2007

u-러닝 환경은 수 없이 많은 단계를 거쳐 발전되어 왔으며, 현재에는 학습자의 학습 결과 분석과 양적인 사용, 질적인 평가 등을 통하여 정립되고 있다. 일반적으로 개선된 학습 효과와 학습자의 학습 결과분석을 위하여 대부분의 학습 시스템이 문항분석방법을 이용되고 있다. 그러나 오늘날 학습 시스템은 문항분석이론 대신에 문항반응이론을 사용하고 있다. 문항분석이론은 시험에 대한 각각의 가능한 응답에 대한 확률을 위해 명확한 모델을 제시한다. 따라서 본 연구에서는 문항반응이론을 이용한 경량 컴포넌트 기반의 u-러닝 시스템을 제시하고자 한다. u-러닝에 적용된 기기는 윈도우 모바일 5.0 환경의 PDA로 하였다.

• 한국사회복지학
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• 제59권4호
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• pp.273-296
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• 2007

본 연구는 장애정체감을 평가하는 도구로 개발된 23문항의 척도를 Rasch 모형을 적용하여 문항을 재구성한 연구이다. 척수손상 장애인 397명을 대상으로 개발한 장애정체감 척도(이익섭 신은경, 2006)는 요인분석으로 타당도를 검증한 것으로 문항의 적합도나 난이도 및 응답범주의 적절성을 평가하지는 못하였다. 본 연구에서는 요인분석 절차에서 파생될 수 있는 한계를 보완하고자 문항반응이론(item response theory)의 하나인 Rasch 모형을 각 하위차원별로 적용하여 장애정체감 척도를 재검토하였다. 결과로는 4개차원의 20문항으로 축소되는 것이 문항의 적합도가 높은 것으로 나타났으며, 문항의 난이도 측면에서는 평균수준의 문항이 많은 것으로 드러났다. 응답범주는 4점 척도가 적절했다고 평가되었다. 이러한 척도의 재구성을 통하여 장애정체감의 문항 적합도와 난이도 및 응답범주의 적절성을 객관적으로 평가할 수 있었다.

• 한국전문물리치료학회지
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• 제19권3호
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• pp.124-131
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• 2012

Most conventional instruments measuring disability rely on total score by simply adding individual item responses, which is dependent on the items chosen to represent the underlying construct (test-dependent) and a test statistic, such as coefficient alpha for the estimate of reliability, varying from sample to sample (sample-dependent). By contrast, item response theory (IRT) method focuses on the psychometric properties of the test items instead of the instrument as a whole. By estimating probability that a respondent will select a particular rating for an item, item difficulty and person ability (or disability) can be placed on same linear continuum. These estimates are invariant regardless of the item used (test-free measurement) and the ability of sample applied (sample-free measurement). These advantages of IRT allow the creation of invariantly calibrated large item banks that precisely discriminate the disability levels of individuals. Computer adaptive testing (CAT) method often requiring a testing algorithm promise a means for administering items in a way that is both efficient and precise. This method permits selectively administering items that are closely matched to the ability level of individuals (measurement precision) and measuring the ability without the loss of precision provided by the full item bank (measurement efficiency). These measurement properties can reasonably be achieved using IRT and CAT method. This article aims to investigate comprehensive overview of the existing disability instrument for back pain and to inform physical therapists of an alternative innovative way overcoming the shortcomings of conventional disability instruments. An understanding of IRT and CAT method will equip physical therapist with skills in interpreting the measurement properties of disability instruments developed using the methods.

• 한국전문물리치료학회지
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• 제20권3호
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• pp.89-99
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• 2013

The purposes of this study were: 1) to show the item difficulty hierarchy of walking/moving construct of the International Classification of Functioning, Disability and Health-Activity Measure (ICF-AM), 2) to evaluate the item-level psychometrics for model fit, 3) to describe the relevant physical activity defined by level of activity intensity expressed as Metabolic Equivalent of Tasks (MET), and 4) to explore what extent the empirical activity hierarchy of the ICF-AM is linked to the conceptual model based on the level of energy expenditure described as MET. One hundred and eight participants with lower extremity impairments were examined for the present study. A newly created activity measure, the ICF-AM using an item response theory (IRT) model and computer adaptive testing (CAT) method, has a construct on walking/moving construct. Based on the ICF category of walking and moving, the instrument comprised items corresponding to: walking short distances, walking long distances, walking on different surfaces, walking around objects, climbing, and running. The item difficulty hierarchy was created using Winstep software for 20 items. The Rasch analyses (1-parameter IRT model) were performed on participants with lower extremity injuries who completed the paper and pencil version of walking/moving construct of the ICF-AM. The classification of physical activity can also be performed by the use of METs that is often preferred to determine the level of physical activity. The empirical item hierarchy of walking, climbing, running activities of the ICF-AM instrument was similar to the conceptual activity hierarchy based on the METs. The empirically derived item difficulty hierarchy of the ICF-AM may be useful in developing MET-based activity measure questionnaires. In addition to convenience of applying items to questionnaires, implications of the finding could lead to the use of CAT method without sacrificing the objectivity of physiologic measures.

• 한국정보과학회논문지:소프트웨어및응용
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• 제32권5호
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• pp.438-448
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• 2005

본 논문에서는 학습자들의 학습 특성 및 학습 능력에 따라 학습내용을 동적으로 구성하여 제공하는 적응형 교수 시스템을 제안한다. 본 논문에서 제안한 시스템은 학습 단계와 평가 단계를 연계함으로써 평가 단계에서 추정된 학습자의 능력에 따라 차기 학습 단계에서 수준별 학습내용을 동적으로 구성하여 학습자에게 제공함으로서 개인화된 교수${\cdot}$학습을 지원하고 있다. 이를 위해 먼저 학습자들의 학습 능력을 정확하게 평가할 수 있도록 문항반응이론에 의한 컴퓨터 적응적 평가를 이용하여 평가 단계를 구현하였으며, 또한 추정된 각 학습자의 능력 수준에 맞는 학습내용을 제공하기 위해 퍼지 개념을 이용하여 퍼지 수준 집합을 구성한 후 제공함으로써 학습자에 따른 수준별 학습이 가능하도록 학습 단계를 구현하였다.

• 대한전자공학회:학술대회논문집
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• 대한전자공학회 2003년도 하계종합학술대회 논문집 Ⅲ
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• pp.1681-1684
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• 2003

We propose the intelligent tutoring system for the mobile english learning. The proposed system is based on the item response theory to analyze the level of learner. We define the types of item, teaching method and item disposition according to contents modeling. The system estimates the learner level and it gives the learning contents, the evaluation results, and feedback. The system gives those by inference engine which consists of learner's level estimation value, method diagnostic value and disposition diagnostic value.

• 인터넷정보학회논문지
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• 제11권2호
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• pp.165-172
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• 2010

웹 기반 학습시스템에서 학습자의 학습효율을 높이기 위하여 자기조절학습, 자기주도학습 등의 방법이 사용되고 있다. 이러한 방법들은 학습자의 학습수준을 고려한 방법이지만 학습자의 정확한 학습능력을 고려하기 위해서는 수준별 학습의 적용이 필요하다. 본 연구에서는 학습자의 학습능력을 고려한 학습 시스템을 제시하였다. 학습자의 학습능력을 설정하기 위하여 문항반응이론을 사용하였으며, 학습 콘텐츠와 학습문항은 각 난이도에 따라 개발 및 적용되었다.

• 공학교육연구
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• 제26권6호
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• pp.40-50
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• 2023

This study is to examine the validity of assessing basic-level proficiency in physics among incoming engineering freshmen through item analysis and standard setting. For empirical analysis, we examined the physics subject taken by the freshman class of 2021 at K University, considering its significance for engineering students. In this study, we initially performed item analysis utilizing both classical test theory and item response theory. Subsequently, leveraging the item and test information, we employed a modified Angoff method and the Bookmark method for standard setting. Consequently, the difficulty level initially set during item development was found to be higher than the actual performance level exhibited by the students. This study highlights a discernible disparity between the expected university standard and the real proficiency level of incoming freshmen in terms of basic academic ability in physics. Based on these research findings, a comprehensive discussion on the fundamental academic competence of engineering students was conducted, underscoring the necessity for formulating a tailored learning approach leveraging the outcomes from the basic ability test.

• 수산해양교육연구
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• 제27권6호
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• pp.1546-1555
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• 2015

This study was performed to analyze the item characteristics of competency inventory for designer (CID), which Gil (2011) developed for measurement of design competency. To accomplish the purpose of this study, general partial credit (GPC) model based on polytomous item response theory was applied. The findings were as follows: First, CID is a reliable instrument for measuring design competency. Second, most items of CID have low item discrimination and average item difficulty according to the GPC model. Especially, there are some problems to have low item discrimination in view of validation. To improve the goodness of CID, we will need to examine why CID has low item discrimination.