• International Journal of Internet, Broadcasting and Communication
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• v.9 no.1
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• pp.56-63
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• 2017

Programming is very important subject in computer science and similar computer-related areas such as electronics engineering, etc. Programming is also important for information education for elementary, middle, and high school students since programming is one of the most basic subjects in computer science courses and other similar areas. In current information and knowledge society, raising programming ability is a key factor for everyone's competitiveness. With highly-competitive programming ability, one can enjoy his or her daily life abundantly. He or she also can get a highly-paid job, and make money using his or her programming ability. In this paper, a programming ability assessment tool is developed and introduced for the no-programming experienced. It is very difficult to test programming ability for the no-programming experienced with non-programming tools or activities. In this paper, a programming ability assessment tool is developed based on logical thinking ability. Especially the proposed tool consists of 15 questions for test one's logical thinking ability. The tool does not require any computer science or programming background. The proposed tool will be helpful as criteria for entrance examination or job screening examination for programming-related areas or subjects.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.16 no.11
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• pp.2544-2549
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• 2012

The computer programming education is very important to study the related subjects in computer science, and also in the technology education for the students finding employment. In this paper, we develop the assessment metrics to evaluate and apply the textual and visual programming in the computer education. Also, we analyze the validity for the programming languages and tools for the education and getting job of students, and choose the appropriate programming language/tool for programming education. And, we develop the curriculum for programming education, finally apply and analyze in computer education of university. Especially, we compare and analyze the effectiveness for the text based programming language(JAVA) and visual programming language/environment(LabVIEW) in the area of embedded/mobile/Web programming fields which are necessary in the related industry to the recent trend of IT technology.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.547-555
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• 2017

It needs theoretical assessment fundamental for informatics curriculum to judge appropriate grades and measure academic standard of an learner according to be included in the conventional curriculum. Thus this study tried to present an criteria on programming area of an informatics curriculum through bloom taxonomy and knowledge type. And it presented assessment criterion on each steps from "Remember" to "Create". And we presented knowledge type examples of programming such as Factual to Metacognitive based on Bloom's knowledge types. Also we analysed that most important level or type is Apply Level, Create Level and Procedural Knowledge. We investigated for each criterion of programming assessment based on bloom's theory through Delphi method. And the result of this investigation was that area of bloom's taxonomy was CVR 0.90, Validity 0.85 and area of knowledge type was CVR 0.90, Validity 0.79. So it can decide to accept for our assessment criteria of programming education based on Bloom theory.

• The Journal of Korean Association of Computer Education
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• v.22 no.5
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• pp.67-77
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• 2019

The purpose of this study is to develop and validate a general-purpose evaluation tool and to analyze their applicability in problem solving programming education for college students of teacher training college. For this purpose, we have redefined the area of computational thinking and detail elements from the viewpoint of problem solving programming, and developed general-purpose computational thinking scale to evaluate them. The reliability and validity were analyzed by applying the evaluation tool developed for the actual college students of teacher training college. Through this study, it was confirmed that the a general-purpose evaluation tool developed in this study can be used as a tool to computational thinking assessment and can be generalized.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.117-129
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• 2020

The purpose of this paper is to explore ways to assess computational thinking from a formative perspective and to design a process for assessing programming learning using Python. Therefore, this study explored the computational thinking domain and analyzed research related to assessment design. Also, this study identified the areas of Python programming learning that beginners learn and the areas of computational thinking ability that can be obtained through Python learning. Through this, we designed an assessment method that provides feedback by analyzing syntax corresponding to computational thinking ability. Besides, self-assessment is possible through reflective thinking by using the flow-chart and pseudo-code to express ideas, and peer feedback is designed through code sharing and communication using community.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.195-203
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• 2018

This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1020-1030
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• 2013

The purpose of this study was to develop the STEAM educational program based on the computer programming. STEAM education has been recently attracted to a lot of people. We had a focus of computer science in STEM fields. We used the programming language f or learning KODU. We selected appropriate topics for STEAM education and learning programming. We developed the educational program of 30 hours about selected topics and had classes for 4th and 5th grade elementary students. In order to verify the effectiveness of the educational program, we analyzed the results of pre- and posttest about GALT(Group Assessment of Logical Thinking), TTCT(Torrance Tests of Creative Thinking), science-related affective domain, and mathematical interests and attitudes tests. In the analysis results, the education program we developed had positive impacts on creativity, logical thinking, and science-related affective domain of elementary school students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.05a
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• pp.511-514
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• 2009

Recently web is used for more things than ever before in education. Previous web-based programming education systems help students to check compile errors and runtime errors after submitting programming assignments anytime and anywhere. However, these previous systems cannot quickly provide the detailed assessment results on the generated answer, the coding style, and the plagiarism detection. In this paper, we propose a web-based programming education system to provide the quick results of the detailed assessment as soon as to submit programming assignments. In this system, the plagiarism detection method compares a current file with only the already uploaded files so it can provide quick feedback. The proposed web-based programming education system is applied to a real C programming language class with approximately 40 students. The proposed system tends to improve the students' participation by quick feedback.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.489-498
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• 2015

In this study, we suggested the contents, teaching and learning method, and assessment types of algorithm education in elementary schools. First, we suggested the algorithm education contents; the expression, understanding, flowcharts, structure, results, correction, and improvement of algorithm. Second, we showed the algorithm teaching and learning methods; algorithm in our daily life, the unplugged activity, block programming and tangible programming. Finally, we analyzed all missions of 'Hour of Code' in Code.org, and suggested the algorithm assessment 4 types, which includes selecting, filling, correcting, predicting of appropriate algorithm.

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.89-99
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• 2019

The purpose of this study is to develop and validate assessment tools and to analyze their applicability in problem solving programming education for college students of teacher training college. For this purpose, we have redefined the area of computational thinking and detail elements from the viewpoint of problem solving programming, and developed paper type inspection and self - report questionnaires to evaluate them. The reliability and validity were analyzed by applying the evaluation tool developed for the actual college students of teacher training college. Through this study, it was confirmed that the paper type inspection and self - report questionnaires developed in this study can be used as a tool to computational thinking assessment.