• Journal of the Korean Society for Aviation and Aeronautics
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• v.28 no.4
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• pp.12-20
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• 2020

The purpose of this study was to analyze the face validity of the revised EPTA (English Proficiency Test for Aviation) to see if the tests actually contribute to the enhancement of aviation safety and achieve the purpose of the assessment. In order to reach the above objectives, 103 pilot test takers were surveyed, and nine in-depth interviewees were selected and interviewed. In addition, detailed research results were derived by dividing the participants into the pilot's flight experience (31 captain pilots, 42 first officer pilots, and 30 general commercial pilots). As a result, pilot participants were generally aware that EPTA was more reasonable because the revised EPTA properly implemented the aviation situation and gave participants motivation to learn aviation English. It was also seen that first officer pilots had a higher face validity of EPTA than captain and general commercial pilots. The reason was that first officer pilots considered air traffic control job was more important than other pilots did.

• The Korean Journal of Applied Statistics
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• v.30 no.4
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• pp.503-512
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• 2017

In test with multiple choices, it is necessary to have the position of correct answers of each question spreaded evenly over all the questions in order to minimize the influence of answering tendency of test takers with preference to specific position of multiple choices. The scores of tests with correct answers in specific positions would not reflect exactly the academic aptitude of examinees who do not know correct answers but have the biased answering tendency. In this paper, we have randomness test for the positioning of correct answers at the 2017 College Scholastic Ability Test (CSAT) using Bartels rank test, the Wald-Wolfowitz runs test, the turning point test, the Cox Stuart trend test, the difference sign test and the Mann-Kendall tank test, etc. We also do independence test between the location of correct answer and the allocation of score in each question, for it may result in overestimating the test-taker with specific position preference in marking correct answers.

• Journal of information and communication convergence engineering
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• v.10 no.1
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• pp.5-10
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• 2012

The cyber class has many advantages because it removes the limitations of sharing the same time and space of a class in a classroom. However, most instructors still hesitate to use it because it is more vulnerable to academic misconduct than a faceto- face class. To overcome this problem, we identified suspected cheaters out of a group of test-takers through several objective data, and verified whether or not the suspects were actually cheaters. By investigating the status of academic cheating, we also implement our assessment system with Skinner’s reinforcement theory in order to eliminate or reduce cyber misconducts.

• International Journal of Contents
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• v.15 no.4
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• pp.97-106
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• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.17-28
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• 2004

The purpose of this study is to determine the patterns of differences between genders in science achievement. Eleventh grade, 140 female and male students were sampled from a school in Seoul. According to the analysis results of pilot study, 20 items were finally selected for the main study. To sharpen our interpretations of the factors and provide some confirmation, we supplemented the statistical analysis with a more detailed cognitive study of the items using think-aloud protocols and interviews with student test takers. The analysis of this study took into account the different item formats, contexts, and presentation styles. The findings are as follows: First, there was no significant gender difference between multiple-choice and open-ended items. Second, male students achieved significantly better in the context of everyday life in multiple-choice items. Third, male students favored items presented as written texts. Fourth, in problem-solving process, female students tend to apply their science concepts, whereas male students tend to apply their everyday experiences. The results of this investigation indicate that gender difference in science achievement depends heavily on item characteristics.

• Journal of Korean Dental Science
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• v.12 no.2
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• pp.58-65
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• 2019

Purpose: This study was aimed to investigate the possibility of utilizing smart device-based test (SBT) for competency evaluation in dental education and to analyze the student responses on overall competency evaluation using SBT method, in comparison to ubiquitous-based test (UBT). Materials and Methods: Questionnaire surveys have been conducted at Yonsei University College of Dentistry from 2015 to 2018 to obtain students' feedback on the application of SBT to competency evaluation. In addition, in order to supplement the competency evaluation procedure, considerations were explored by comparing the expected and actual difficulty of each item when preparing items for competency evaluation with SBT. Result: According to the survey results, student responses between the initial two years (2015 and 2016) differed from those in next two years (2017 and 2018). Students in 2017 and 2018 had more positive responses on competency evaluation with SBT. To determine the test validity, criterion-referenced evaluation was adopted to compare the data in 2017 and 2018 and slight differences in test difficulty in 2018 between the expected and actual difficulty of items were found. Conclusion: The results indicated that SBT was more appropriate for competency evaluation than UBT, based on four-year period of competency evaluation. The SBT was not affected by either the file size or the number of test-takers. Interestingly, students were not sensitive to test version of competency evaluation (paper-based test and SBT). This study suggests that the quality of the test items should be measured by continuous monitoring of the expected and actual difficulty of items for determining test validity. More detailed results and discussions of the findings are given for the development of test procedure and further potential research directions in dental education.

• Phonetics and Speech Sciences
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• v.9 no.1
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• pp.19-26
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• 2017

The main objective of this study is to investigate the influence of utterance internal pause in English speaking evaluation. To avoid possible confusion with other errors caused by segmental and prosodic inaccuracy, stem utterances with two different length obtained from a native speaker were manipulated to make a set of stimuli tokens through insertion of pauses whose length and position vary. After a total of 90 participants classified into three proficiency groups rated the stimuli, the scored data set was statistically analyzed in terms of the mixed effects model. It was confirmed that predictors such as pause length, pause position and utterance length significantly influence raters' evaluation scores. Especially, a dominating effect was found in such a way that raters gradually deducted scores in accordance with the increase of pause duration. In another experiment, a tree-based statistical learning technique was utilized to check which of the significant predictors played a more influential role than others. The findings in this paper are expected to be practically informative for both the test takers who are preparing for an English speaking test and the raters who desire to develop more objective rubric of speaking evaluation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.1
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• pp.195-199
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• 2011

There are many causes for the variation of the result in oral proficiency test such as the examiner, the task, the theme of the interview, and the gender of the participants. Previous literature documents that the rater is an important variable influencing test scores of second language oral proficiency. Although much research in language testing has been conducted concerning rater effect on test scores, there has been little attention paid to the effect of potential rater variables in language testing on their rating process. There are noticeably different contents of the rating scales across different speaking tests developed in different context. Therefore, it would not be appropriate to apply the same rating criteria for various tasks. In conclusion, we need more subject protocol analyses and more thoughtful studies on rating processes. In other words, the oral proficiency test needs a more realistic and valid tool for the assessment of second language proficiency.

• Clinical and Experimental Pediatrics
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• v.59 no.12
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• pp.483-489
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• 2016

Purpose: We investigated the number of test takers of the Korean-Developmental Screening Test (K-DST) in a single children's hospital within a year, according to age, referral rate, and follow-up percentage. Methods: For this study, 4,062 children who visited and received K-DST at Woorisoa Children's Hospital between January and December 2015 were enrolled. Seven test sets were used according to the Korean National Health Screening Program for infants and children in the following age groups: 4 to 6, 9 to 12, 18 to 24, 30 to 36, 42 to 48, 54 to 60, and 66 to 71 months. The results of the K-DST were categorized into 4 groups as follows: further evaluation (<-2 standard deviation [-2SD]), follow-up test (-2SD to -1SD), peer level (-1SD to 1SD), and high level (>1SD). Results: The test participants' population and follow-up population were concentrated before the age of 24 months (2,532, 62.3%). The children most commonly referred for further evaluation were those in the 30- to 41-month age group. A mismatch was found between the results of the K-DST and the additional questions. Most of the infants and children with suspicious developmental delays showed catch-up development in their follow-up tests (43 of 55, 78.2%). Conclusion: The use of K-DST should be encouraged, especially among children aged over 24 months. Multiple-choice question format for the additional questions is recommended to avoid confusion. We suggest a nationwide study to evaluate and revise the K-DST.

• Journal of dental hygiene science
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• v.14 no.3
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• pp.371-378
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• 2014

This study aims to evaluate the influence of vitamin and mineral supplement intake, and degree of calcium and phosphorus intake on occurrence of dental caries in primary teeth. Research data was derived from the Fourth Korean National Health and Nutrition Examination Survey (KNHANES) and 1,139 Korean children of 3 to 6 years were selected as subject for this study. The dft index, nutrition factor including vitamin or mineral supplement intake and degree of intake for calcium (Ca) and phosphorus (P) were identified. Chi-square test was performed to assess the difference in socioeconomic status, oral health behavior and nutrition factor, including vitamin or mineral supplement intake and degree of intake for Ca and P. Linear regression analysis was performed to identify the relationship between the dft index and the related variables. As a result, the dft index was increased with the age. Significant differences in Ca intake was examined according to the sex, and P intake was different according to the sex in 3-year-old group. Among the 4-year-old children, the vitamin and mineral supplement takers had 1.206 less dft index than the non-takers. In conclusion, intake of Ca, P and vitamin/mineral supplement was not a pivotal factor to influence the incidence of primary teeth caries. However, significantly low dft index was observed from 4-year-old group who intake vitamin or mineral.