• Journal of IKEEE
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• v.18 no.4
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• pp.603-611
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• 2014

When image sensor and lens are fixed on the module, mechanical errors often induce tilt, rotation, or narrow field-of-view of the acquired image. Therefore, the optical characteristics of image sensor modules should be tested by test equipments. This paper explains how to test the optical characteristics of images sensors. It also proposes the standardized description methods of optical characteristics tests which are similar with those of image acquisition characteristics tests. The proposed method helps the test equipments to perform image acquisition characteristics tests and optical characteristics tests together.

• Journal of IKEEE
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• v.18 no.1
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• pp.64-76
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• 2014

In the image acquisition tests of image sensors and modules, how to compare pixel values, how to digitize "defect", and how to determine "fault" are extremely varied from test equipments. Therefore, setup of test equipments for image acquisition characteristics should be customized for target devices under test. In general, test procedures are delivered as technical documents in not standardized but arbitrary formats. So test equipment should be manually programmed fitting individual setup condition. This costs huge time and effort and has high risk of human error. In this paper, the standardized description method is proposed to apply to almost all existing tests where various tests are described in a single framework.

• Archives of Plastic Surgery
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• v.51 no.1
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• pp.14-19
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• 2024

Background Hyaluronic acid fillers can be manufactured using various processes. They have multiple properties, including their concentration, degree of modification, and rheological data. Cohesion is one such property to evaluate gel integrity; however, there is no standardized method for calculating this parameter. This study aimed to evaluate different tests for calculating hyaluronic acid cohesion and discuss the importance of hyaluronic acid cohesion as a consideration when selecting fillers. Methods The cohesion levels of five different hyaluronic acid fillers with different rheological properties were evaluated and compared using the drop weight, compression, tack, and dispersion time tests. Results The cohesion tests yielded different results in the samples. Samples 2 and 4 showed approximately two times the number of droplets when compared with Sample 5 in drop weight test. Samples 1, 2, 3, and 4 were superior to Sample 5 in tack test. Samples 1, 2, and 3 showed cohesive appearances at 95 seconds in most cases in dispersion test. Rheological test results did not reflect the measures of cohesion. Conclusion Although there are no definite standardized tests to evaluate the cohesion of hyaluronic acid fillers, our proposed tests showed similar results for different hyaluronic acid filler products. Further studies are needed to evaluate the cohesion of hyaluronic acid fillers and determine the clinical use of this distinguishing characteristic for clinicians selecting the product of choice. Level of evidence statement: These data are Level IV evidence.

• Journal of the Korean Statistical Society
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• v.36 no.4
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• pp.447-456
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• 2007

On the basis of marginal likelihood of the residual vector which is free of nuisance mean parameters, we propose new Lagrange Multiplier seasonal unit root tests in seasonal autoregressive process. The limiting null distribution of the tests is the standardized ${\chi}^2-distribution$. A Monte-Carlo simulation shows the new tests are more powerful than the tests based on the ordinary least squares (OLS) estimator, especially for large number of seasons and short time spans.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.181-200
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• 2013

The test instrument utilized to diagnose and evaluate a trainee's ability are necessary for an effective information literacy education. Nevertheless, there is a lack of a standardized test instrument to comprehensively measure students' information literacy. The purpose of this study is to develop a standardized test instrument to evaluate the information literacy of middle school students, and to verify the reliability and validity of the test instrument. For this purpose, this study selected factors that can show the information literacy and developed an information literacy test framework that was designed based on Guilford's SOI model and Meeker's SOI-LA test. The test instrument that was developed through this study is a 30-item Web-based multiple-choice test. This study administrated tests in middle school students (794 students joined), and analyzed difficulty, reliability, discrimination index, validity of tests, and reviewed tests items to qualify the standardized test. The cutoff score was also decided when using these tests as a diagnostic information literacy assessment.

• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.15-25
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• 2004

Previous researches on the effect of programming learning upon logical thinking ability have used a standardized test to measure logical thinking ability in the general and comprehensive aspect after programming learning. Considering that the areas of intelligence are separated from one another and work independently, the existing standardized tool to measure general and comprehensive logical thinking ability has a limitation in measuring a logical thinking ability required at specific areas. Thus this study extracted logical thinking and its sub-factors related to computer programming and suitable for the level of cognitive development through analyzing standardized test sheets at home and abroad, and developed logical thinking test I and II of the same form according to a development procedure model. The result of verifying the developed logical thinking tests proved that the two tests are logical thinking tests of the same form. The developed tests can be utilized in identifying the effect of programming learning upon logical thinking and its sub-factors.

• International Journal of Quality Innovation
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• v.2 no.2
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• pp.145-150
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• 2001

The revised ISO9000 family of standards represents a significant improvement on the 1994 version and, if implemented well within organizations, should facilitate the development of effective, process-oriented Quality Management Systems. This paper describes how the International Standardized Testing Organization (ISTO) tests the understanding of ISO9000 : 2000, and presents an analysis of the results of the first examinations held in the UK, USA, Mexico and Hong Kong, in February and March 2001.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.57-69
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• 2005

There have been changes throughout the past 100 years of English education in Korea. The Ministry of Education revised the English curriculum numerous times. From the 6th national curriculum, communicative competence became an essential objective in English learning. The study is to see if E University students' TOEIC results show any significant difference between the two groups under the 5th and 6th national curriculum. Another objective of this research is to see if recruiting medical students with high scores of the standardized English tests is suitable to select the best candidates who can fulfill medical studies. For these two purposes, sophomore students' TOEIC results in 2000 & 2004 and non-resident-status students' cumulative GPA were analyzed. The study shows that there is no significant difference in the two groups. Moreover, the current recruiting policy to select the best fit medical candidates based on their high TOEIC or TOEFL scores does not seem to be an appropriate measure since such students' GPA reveals poor academic performance amid their high scores in English.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.29-40
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• 2004

Three groups of maltreated Korean children (Grades 1 through 3) drawn from Child Protective Services (CPS) agencies were compared to a control group of nonmaltreated children on academic achievement as measured by standardized tests of reading, spelling, arithmetic, and writing. Findings were that maltreated children performed significantly below their nonmaltreated children on the standardized tests, in particular in arithmetic. In first grade, maltreated children did not perform below nonmaltreated children on writing and reading, but maltreated children gradually declined in academic performance in these skills. The older, grade 3, children showed more serious academic problems than the younger children (Grades 1 and 2) on four academic skills. This suggests that early experience of child abuse have a strong affect on children's academic achievement.

• Sleep Medicine and Psychophysiology
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• v.2 no.2
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• pp.115-128
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• 1995

Present study reviewed various standardized neuropsychological assessment methods for children that are widely used in Korean child-psychiatric clinic settings to evaluate neurological problems, especially soft neurological signs that could not be identified by neurological techniques like CT, MRI. The characteristics of those neuropsychological test responses in children with psychiatric disorders that neurological factors are thought to play more important role than psychological factors in their etiology were examined. It is more important and required to establish the developmental norms for interpreting the results of neuropsychological tests and for identifying the signs of brain damage in case of children than adults. There are many difficulties in diagnosing brain dysfunction and conducting research for neurological problems in psychiatric disordered children due to lack of the standardized Korean version of neuropsyhological test for children, Therefore, several issues on developing the Korean version of neuropsyhological tests for children were discussed.