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

• The Korean Journal of Applied Statistics
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• v.18 no.3
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• pp.521-532
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• 2005

In the current College Scholastic Aptitude Test (CSAT), the standardized scoring system is being adopted to adjust te differences of degrees of difficulty between the optional subjects. But it becomes clear that the system has several weak points, some of which are considered to be very serious. In this paper we propose an alternative method, so-called the additive scoring system. It determines the additional points per each subjects, according to the subject mean scores. The proposed method has been simulated using the data of 2005' CSAT, and it turns out that the additive scoring system reduces or remove the troubles caused by the standardized scoring system.

• Journal of Korean Society for Quality Management
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• v.28 no.3
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• pp.124-132
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• 2000

A selected subject and a standardized scoring system were newly enforced at college entrance examination from 1999. A selected subject system means each student can select one subject in addition to common subject in the field of mathematical research II and a standardized scoring system means we standardize the score of each field as mean 50 and standard deviation 10 in order to adjust the degree of difficulty between fields. In the field of mathematical research II, there may exist not only difference of the degree of difficulty but also that of general studying ability between groups of selected subjects. So when we standardize score, we have to consider them. So far a linear equating which is a parametric method and an equi-percentile equating which is a nonparametric method have been published, but both of them supposed that the general studying ability between groups was equal. So in this paper an adjusted linear and percentile equating method which seems to be adequate to our entrance examination is suggested and is investigated by computer simulation.

• Journal of the Korean Data and Information Science Society
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• v.27 no.5
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• pp.1285-1291
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• 2016

To quantify an concept we often use Likert summated rating scale of original or standardized variables in case the variables are relatively less. When variables have different scales, standardized values tends to be used rather than the original values. This is also true in evaluating systems. For example, we may use standardized values of local tax levy, population, and etc. and use the summed value of the standardized values to access the degrees of development. In this paper, we propose using a data-driven weighted sum for a scoring system and the way how to obtain the weights. We apply the proposed method to a real data set and find that proposed method is better than the usual summated rating scale.

• Journal of Cardiovascular Imaging
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• v.31 no.1
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• pp.1-17
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• 2023

The Coronary Artery Calcium Data and Reporting System (CAC-DRS) is a standardized reporting method for calcium scoring on computed tomography. CAC-DRS is applied on a per-patient basis and represents the total calcium score with the number of vessels involved. There are 4 risk categories ranging from CAC-DRS 0 to CAC-DRS 3. CAC-DRS also provides risk prediction and treatment recommendations for each category. The main strengths of CAC-DRS include a detailed and meaningful representation of CAC, improved communication between physicians, risk stratification, appropriate treatment recommendations, and uniform data collection, which provides a framework for education and research. The major limitations of CAC-DRS include a few missing components, an overly simple visual approach without any standard reference, and treatment recommendations lacking a basis in clinical trials. This consistent yet straightforward method has the potential to systemize CAC scoring in both gated and non-gated scans.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.29 no.5
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• pp.1179-1189
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• 2019

Cyber security evaluation is a series of processes that estimate the level of risk of assets and systems through asset analysis, threat analysis and vulnerability analysis and apply appropriate security measures. In order to prepare for increasing cyber attacks, systematic cyber security evaluation is required. Various indicators for measuring cyber security level such as CWSS and CVSS have been developed, but the quantitative method to apply appropriate security measures according to the risk priority through the standardized security evaluation result is insufficient. It is needed that an Scoring system taking into consideration the characteristics of the target assets, the applied environment, and the impact on the assets. In this paper, we propose a quantitative risk assessment model based on the analysis of existing cyber security scoring system and a method for quantification of assessment factors to apply to the established model. The level of qualitative attribute elements required for cyber security evaluation is expressed as a value through security requirement weight by AHP, threat influence, and vulnerability element applying probability. It is expected that the standardized cyber security evaluation system will be established by supplementing the limitations of the quantitative method of applying the statistical data through the proposed method.

• Clinics in Shoulder and Elbow
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• v.4 no.2
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• pp.173-180
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• 2001

Aim: To evaluate validity and responsiveness of four shoulder scoring systems. Material and Method: Twenty-five cases of shoulder instability(22 traumatic, 3 non-traumatic) and twenty-three cases of rotator cuff tear(12 small or medium, 10 large or massive) treated surgically were evaluated with the Shoulder Function Score of the University of Pennsylvania(Penn FS), Constant Score, UCLA Shoulder Rating Scale and Simple Shouler Test(SST), preoperatively and at final follow-up. The average follow-up was 16.0 months in instability group and 17.5 months in rotator cuff tear group. Using the SPSS program, Pearson linear correlation coefficiency(PLCC) between the scores were calculated. And to assess the construct validity, PLCC between patients' satisfaction and the scores were also calculated. Responsiveness was measured by the standardized response mean(SRM). Result: In instability group, correlation between the scoring systems was low preoperatively except between Constant and SST, but high after operation. Patients' satisfaction with the scores showed low PLCC preoperativley, but high PLCC postoperatively. SRM was high in PENN and UCLA, but when the satisfaction segment of the score was eliminated from UCLA, the SRM was the lowest. In rotator cuff tear group, there was high correlation between the scores not only preoperatively but postoperatively. And the patients' satisfaction matched well with the scores. SRM was particularly high in UCLA and SST. Even when satisfaction segment was eliminated from UCLA, the SRM was still the highest. Conclusion : Evaluation by the 4 scoring systems investigated in the study showed less consistency in instability than rotator cuff tear in terms of correlation and validity. Responsiveness was generally higher in rotator cuff tear group than in instability group except for Pennsylvania Shoulder Function Score. Therefore it is construed that use of any among the four scoring systems doesn't make difference in evaluation of rotator cuff lesions. However in instability group, care is needed because different result may be obtained according to the selection of a scoring system.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.77-95
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• 2018

This study introduces the Classroom Assessment Scoring System (CLASS) and explores the characteristics of CLASS for observing classroom. The CLASS is a standardized observation instrument that was largely developed for use in the USA. The CLASS attempts to provide a conceptual framework for categorizing classroom interactions and consists of three broad domains of quality (emotional supports, classroom organization, instructional supports). We simulated this method to the elementary school classes. The professional-teacher makes the best use of student's initiation behaviors, and the novice teacher focused on the leading the contents of subject. The novice teacher tyr to make more positive climate and to present more frequent feedback to students than professional teacher's classroom. The professional teacher would like to reveal the student's opinions, questions and subtle emotional state. The CLASS can be used to collect data on a wide range of specific aspects of the teaching and learning process at any given time.

• Journal of Korean Academy of Nursing
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• v.38 no.1
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• pp.83-91
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• 2008

Purpose: The purpose of this study was to test the validity of a modified clinical performance examination (CPX) for preclinical students in nursing. Method: 70 nursing students in their second semester of the junior year at C University participated in CPX. Scenarios and checklists were developed by our research team from September to October 2005. Six stations were organized. Evaluation included physical examination of a patient with lung cancer, education on usage of a metered dosage inhaler, and lobectomy postoperative care. Students were randomly assigned to a station. Result: There was a difference in the CPX scores according to stations. The agreement of scoring between trained faculty members and SPs was more than moderate (r=.647). The correlation between the CPX score and the average grade in the previous semester and between the CPX score and the average grade of a paper and pen test of the pulmonary system of adults was low (r=.276; r=.048). Conclusion: Traditional CPX is generally recommended, however, modified CPX is appropriate for preclinical students in the current Korean Nursing school setting if there are additional scoring systems to balance the testing level at each station.

• Journal of Dental Rehabilitation and Applied Science
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• v.33 no.2
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• pp.97-105
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• 2017

Purpose: The purpose of this study was comparing the efficacy of passive irrigation (PI) and passive ultrasonic irrigation (PUI) for ability to remove debriment of canals. Materials and Methods: Mandibular premolars were decoronated and standardized to 16 mm length. After root canal enlargement and half separating longitudinally, standardized groove of 4 mm length, 0.2 mm width and 0.5 mm depth were formed on the dentin wall of one half. Three depressions in the canal wall of the opposite half, 0.3 mm in diameter and 0.5 mm in depth, were formed. After each groove and depression was filled with dentin debris, two sections of each half were reassembled using impression putty material. In group 1 the canals were irrigated with 2.5% NaOCl by PI. In group 2 the canals were irrigated with 2.5% NaOCl by PUI. Before and after root canal irrigation, the root canal wall of the section was taken with a microscope and a digital camera as images. The amount of dentin debris remaining in grooves and depressions was assessed using a scoring system. Results: There was no significant difference between PI and PUI except for the middle 1/3 of the root canal (P = 0.004). Conclusion: At the middle 1/3 of the root canal, PUI removed more dentine debris than PI. But the removal efficiency of dentin debris is not significantly different between the PUI and PI at the apical area of root canal in mandibular premolars.