• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.65-73
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• 1997

The purpose of this study is to develop a valid and reliable instrument, applicable to high school Earth Science class experiment. In advance of developing items, I was selected 14 inquiry process skills and specified evaluative objectives for each of them to develop scales and criteria for them. I developed 28 evaluation items for 5 experiment subjects among those of high school Earth Science class. The first field trial was performed a sample of 5 high school students, and the second one using a sample of 25 high school students. The results are as follows. (1) The content validity and reliability(Cronbach $\alpha$) of the developed items were 82.7% and .86, respectively, the developed instrument in this study is considered valid and reliable. (2) The average difficulty index was .69 and the discrimination index was .30. (3) Answer sheets based on the reported results were rated 5 teachers and Inter-rater Reliabilitiy and Inter-rater Consistency were analyzed, its indices were .80 and .76, respectively. (4) The developed items show a low coefficient of .45 with TESIS, a set of paper-and-pencil test items developed by Lee, Hang-Ro(1991). That the experiment assessment is solely subject to the rater's viewpoint has been one of the major problems raised concerning the matter. This research, however, shows that a set of more specified scales and criteria for the evaluation will make it more valid, reliable and efficient.

• Korean Medical Education Review
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• v.23 no.3
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• pp.185-193
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• 2021

Students must be familiar with clinical skills before starting clinical practice to ensure patients' safety and enable efficient learning. However, performance is mainly tested in the third or fourth years of medical school, and studies using the validity framework have not been reported in Korea. We analyzed the validity of a performance test conducted among second-year students classified into content, response process, internal structure, relationships with other variables, and consequences according to Messick's framework. As results of the analysis, content validity was secured by developing cases according to a pre-determined blueprint. The quality of the response process was controlled by training and calibrating raters. The internal structure showed that (1) reliability by generalizability theory was acceptable (coefficients of 0.724 and 0.786, respectively, for day 1 and day 2), and (2) the relevant domains had proper correlations, while the clinical performance examination (CPX) and objective structured clinical examination (OSCE) showed weaker relationships. OSCE/CPX scores were correlated with other variables, especially grade point average and oral structured exam scores. The consequences of this assessment were (1) making students learn clinical skills and study themselves, while causing too much stress for students due to lack of motivation; (2) reminding educators of the need to apply practical teaching methods and to give feedback on the test results; and (3) providing an opportunity for faculty to consider developing support programs. It is necessary to develop the blueprint more precisely according to students' level and to verify the validity of the response process with statistical methods.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.431-443
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• 2022

The purpose of this study is to share and assess the experiences of the emergency remote teaching method adopted for the medical communication course at a medical school due to the COVID-19 pandemic. The standardized patients hired for this 'Emergency Remote Teaching (hereafter ERT)' course said that students' interactions with them were less enthusiastic and less realistic, However, in the one-on-one virtual practice, the students seemed to be more focused than in the existing face to face practice. There were no differences in the unit practice test scores between ERT and the face-to-face course while in the face-to-face final exam, the test scores of FTF students were statistically higher than those of the ERT students, which might have resulted from the different methodologies of teaching. Further research on the virtual medical communication course is necessary to prepare medical students for the adoption of the telemedicine which could be accelerated in the near future.

• Women's Health Nursing
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• v.22 no.3
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• pp.182-190
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• 2016

Purpose: This study was done to identify effects of cognitive function and cancer coping on quality of life among women with breast cancer treated with antineoplastic agents. Methods: The study was correlational research and participants were 145 women with breast cancer who had received antineoplastic agents. Data were collected from October to November, 2015 via online replies. Cognitive function was measured with the Functional Assessment of Cancer Therapy-Cognitive Function Version-3 (FACT-Cog), cancer coping, with the Korean Cancer Coping Questionnaire (K-CCQ), and quality of life with the Functional Assessment of Cancer Therapy-Breast Version-4 (FACT-B). Data were analyzed using descriptive statistics, t-test, ANOVA, $Scheff{\acute{e}}$ test, ANCOVA, Bonferroni test, partial correlation coefficient, and hierarchical multiple regression with SPSS 21. Results: Cognitive functions, total individual coping, and interpersonal coping explained 42% of quality of life. Cognitive function (${\beta}=.35$, p<.001) was the best predictor of quality of life, followed by total individual coping (${\beta}=.34$, p<.001), and interpersonal coping (${\beta}=.26$, p<.001). Conclusion: Results indicate that cognitive function and cancer coping are meaningful factors for quality of life among breast cancer survivors. Therefore when developing intervention programs for these women, content on cognitive function and coping skills as well as coping resources should be included.

• Asian Journal of Innovation and Policy
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• v.4 no.1
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• pp.55-75
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• 2015

The purpose of this study is to find what competence determines the employment of college students using data from the K-CESA (Korea Collegiate Essential Skills Assessment) of a Korean university during 2009-2014. This test comprises of 6 categories of competence: self-management, global readiness, interpersonal relationship, resource/information/technology handling, communication and comprehensive reasoning. In addition to these competences, we add the comprehensive variable, grade point average. In order to identify the qualities of employment, employment was classified into 3 types: all employment, employment in decent jobs and employment in the top 500 companies. Results are as follows: For all employment and decent jobs, GPA and comprehensive reasoning were the meaningful variables. However in case of the top 500 companies, interpersonal relationship was added. Based on the analysis, this study suggests the fundamental concepts of college students' job competence: job specific competence, job basic competence, and basic competence.

• Korean Journal of Human Ecology
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• v.21 no.5
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• pp.819-835
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• 2012

The purpose of this study was to develop and test the validity of an assessment scale for determining the competency of early childhood teachers practicing unification education. For this purpose, an evaluation scale was constructed and then tested for reliability and validity. Participants for this study included 266 early childhood teachers in the unification education field. In order to the measure reliability and validity of this scale, Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted with SPSS 18.0 and AMOS. The result of this study identified four principal factors: 1) Instruction skills, 2) Evaluation, 3) Attitude, and 4) Knowledge. The results of this study supported the scale's reliability and legitimacy as a valid instrument for the evaluation of early childhood teacher's competence in unification education.

• Research in Mathematical Education
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• v.14 no.1
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• pp.1-10
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• 2010

The paper focuses on a type of mathematics competence noted as synthetic. It is needed for success in multiple choice competition problems and it is crucial for the further development of advanced school students. The concept of synthetic competence includes a large fraction of mathematical competences, but also competences and skills related to informatics and linguistics. The general structure of a multiple choice competition is considered as the first level of assessment of the mathematics component of the synthetic competence. As the second level under consideration is the set of complex tasks in a competition test any of which is a bouquet of ideas. Our standpoint on the didactic specifics and goals of the two levels in perspective of the gifted education is briefly presented in the article and some examples are given.

• Korean Journal of Child Studies
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• v.27 no.4
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• pp.39-53
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• 2006

The Korean version of the Child Development Inventory (K-CDI) is a developmental screening test for children functioning in the one-six year range. Based on parent-report, the inventory assesses child developmental functioning in the areas of social, self-help, gross motor, fine motor, expressive language, language comprehension, letter and number skills, general development, and various symptoms and behavior problems. Participants were recruited from childcare centers and private groups and finally 1,143 children and their mothers from 4 locations nationwide participated in this study. Through analysis of item response rate of 270 items in 9 areas, new norm was formed. Reliability determined by internal consistency were relatively high (Cronbach ${\alpha}=.95$). Intercorrelations among sub-scales (range: .49-.96) indicated the construct validity, and the correlation between K-CDI and other screening tests supported the concurrent validity.

• Journal of the Korea Society of Computer and Information
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• v.24 no.7
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• pp.117-123
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• 2019

In this paper, we propose to investigate the differences of academic achievement and core competence according to university admission types. Research subjects were 159 nursing students in G city. The tool used in this study was Collegiate Students Essential Skills Assessment developed by the KW University. The 6 areas measured with the tool are: humanities, Humanism, self-directedness, creative competence, practice competence and global competence. The data were analyzed by descriptive statistics, ANOVA, Scheffe' test and pearson's correlation coefficient using SPSS WIN 18.0 Program. There were significant differences in core competence according to university admission types. But There were significant differences in academic achievement according to university admission types. And significant positive correlation between academic achievement and core competece was not founded. But significant positive correlation of 6 core competencies were founded. Based on the result of this study, it is possible to serve basic data for establishing better university admission type.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.643-650
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• 1998

In order to assess students' higher mental abilities, such as scientific inquiry thinking skills, the essay type items would be more adequate than the multiple choice itmes. However, due to the present condition in which a huge number of students take the examination at the same time, it is inevitable to use the multiple choice type. For this reason, it is necessary to develop a new type of multiple choice items which can reduce the disadvantages of the traditional multiple choice type and can achieve a similar level of validity as subjective type assessment. The three-tier multiple choice test items which can be used for a large sample of students and especially for scientific inquiry thinking abilities, are proposed and examined. The three-tier multiple choice test items asked firstly conclusion or the results of calculation or experimental apparatus, secondly the processes of calculation or of developing conclusion, thirdly asking relevant scientific concepts. For the item analysis, 1 point was given to the correct answer, while 0 point was given to the wrong one. The data were processed through the computer program developed in Turbo C 2.0 language with an IBM compatable personal computer. The average score in the sub-items asking for scientific concepts was lower than that in the sub-items asking for results or processes. The score of guessing by chance in the three-tier multiple choice items was only 0.13%, so that the probability of making correct answers by just guessing would be extremely low. The three-tier multiple choice items, even if they are objective items, are thought to assess thinking skills of the scientific inquiry meaningfully excluding the possibility of guessing by chance.