Earticle

이름대기 능력의 손상은 신경학적 질환을 지닌 환자뿐만 아니라, 정상적인 노화과정에 있는 노인에게서도 빈번하게 관찰된다. 이름대기 능력을 평가하기 위해 가장 널리 사용되고 있는 한국판 보스톤 이름대기 검사(Korean version-the Boston Naming Test, K-BNT)는 60문항으로 구성되어 있다. 일반노인들은 노화에 따른 주의력 감소로 인하여 검사 소요시간이 길면 검사에 대한 집중이 어려워지므로, 검사 결과에 대한 타당도 및 신뢰도를 확보하기 위해서는 문항축소가 바람직하다. 본 연구의 목적은 '문항반응이론(Item Response Theory)'을 적용하여, 60개 문항의 K-BNT를 일반노년층의 이름대기 능력을 가장 잘 평가할 수 있는 15개 문항의 검사(즉, K-BNT-15)를 개발하는 것이었다. 이를 위하여, 일반노인 175명을 대상으로 라쉬분석을 실시하여, 문항적합도, 성별 차이, 문항난이도 등을 평가하였다. K-BNT-15의 실시 결과, 일반 노년층은 10년 단위로 수행력이 감소하였고, 경도인지장애(mild cognitive impairment, MCI) 환자는 일반 노년층에 비해 유의하게 낮은 수행력을 보였다. 본 연구에서는 언어 평가도구의 단축형 개발 시, 특정 집단의 언어적 능력과 문항의 응답 결과의 관계를 규명하여 그 집단에게 적합한 문항을 선별할 수 있다는 점에서 문항반응이론이 유용함을 보여주었다. 또한, K-BNT-15가 노화에 따른 대면이름대기 감소 및 환자군과의 차이를 잘 보여주는 검사임을 검증하였다.

Impaired naming difficulty is common in normal elderly as well as in patients with neurological impairment. The 60-item Korean version-Boston Naming Test(K-BNT) is one of the most commonly used test for measuring confrontational naming ability. However, age-related cognitive decline may make the elderly difficult concentrating during the 60-item test, therefore, item reduction of the K-BNT would improve test validity and reliability. Thus, the purpose of this study was to develop a short form of the K-BNT based on Item Response Theory(IRT). Considering item-fit index, sex factor, and item difficulty through Rasch analysis, the 15-item K-BNT(i.e., K-BNT-15) was developed. Via administration of the K-BNT-15, we observed age-related decline in naming ability and significantly different performance between the normal elderly and patients with mild cognitive impairment. This study demonstrates the utility of IRT for developing a short-form language evaluation tool. The K-BNT-15 can be effective as a language screening tool to differentiate between normal aging and pathological diseases.

대학생은 독서를 통하여 시·공간을 초월한 넓고 깊은 삶을 경험할 수 있고 이를 기반으로 폭넓고 유능한 사람으로 도약할 수 있다. 그럼에도 우리나라 대학생들의 독서 실태는 심각한 상황이어서 대학은 제도적 장치를 통해서라도 이를 담보해내려는 노력을 강구하고 있다. 최근 우리나라 대학에서는 책 읽는 풍토 조성을 위하여 독서관련 교과를 교양교육 전반에 걸쳐 강화하고 있으며 교과목 이외에 독서운동 확산의 방법으로 여러 대학에서 독서인증제를 실시하고 있다. 이 논문에서는 이미 독서인증제를 실시하고 있는 강원대학교, 조선대학교, 카이스트, 경상대학교, 금오공과대학교, 인천대학교의 독서인증제를 살펴보았다. 그리고 이들 대학에서 실시하고 있는 독서인증제 와는 또 다른 새로운 방법으로 읽기, 말하기, 듣기, 쓰기의 통합적 운영을 목표로 교양교육과정과 연계한 독서인증제에 대한 제안을 하였다. 그 예는 목원대학교 독서인증제의 사례로서 교양핵심 7개 영역에 독서인증 교과를 두어 읽기를 통한 내용 이해, 말하기를 통한 표현능력 함양, 주제에 대한 쓰기와 첨삭지도를 통한 글쓰기 능력 향상 및 자아성찰과 타인에 대한 이해를 목표로 하고 있다.

Through reading, university students can experience the wide and deep life beyond time and space and leap as an extensive, capable people based on that. The reason is that reading must be the most important means to broaden the width of life experience indirectly and solve life tasks. Reading has a meaning as a guide of our life and an indicator to be proceeded toward, not a conceptual problem which is separated from life. For the university students who play the role of bridge in entering the society, reading will be a foothold of leap for their change and growth. However, in fact, the actual condition of reading of university students in Korea is so poor that it is necessary for universities to guarantee that they would read a lot even through the institutional device. For this methodological approach, in this study, the reading certification system of each university of Korea where it had been already implemented was examined and the introduction of reading certification system which is connected with general education curriculum was considered as an advanced alternative of methodology. Therefore, this study was conducted for the application of methodology to teach the university students of Korea so that they might lead to the change in their thinking and life through reading certification system.

This study investigated whether AI-assisted test item development activities supported students’ engagement with complex instructional content, focusing on students’ perceptions of the activity and the extent to which the resulting test items reflected key pedagogical principles of selected TESOL teaching methods. A total of 37 university students participated in the AI-assisted test development activities, with 30 students completing the survey. The activity was implemented over four weeks, with one teaching method addressed each week, and the survey was administered at the end of the intervention. The survey measured students’ perceptions across constructs such as perceived usefulness, self-regulated learning, and generative learning. The student-generated test items were also rated using a rubric to assess their conformity to the core pedagogical principles. The findings indicated that students largely perceived the activity positively, and the test items they generated using AI mostly reflected key pedagogical principles, although some variation was observed in the depth of understanding and accuracy of reflection.

When designing a test set, we need to consider constraints on items that are deemed important by item developers or test specialists. The constraints are essentially on the components of the test domain or abilities relevant to a given test set. And so if the test domain could be represented in a more refined form, test construction would be made in a more efficient way. We assume that relationships among task abilities are representable by a causal model and that the item response theory (IRT) is not fully available for them. In such a case we can not apply traditional item selection methods that are based on the IRT. In this paper, we use entropy as an uncertainty measure for making inferences on task abilities and developed an optimal item selection algorithm which reduces most the entropy of task abilities when items are selected from an item pool.

This study examines how the space has been dealt with in the History Curriculum and the CSAT History Test using the map. The History Curriculum has used different terms regarding the space. The CSAT item analysis showed a higher frequency of space-related items in East Asian History. East Asian History has asked students whether they understand the spatial concept, systemicity, historical facts by finding the region and inferring it to the related facts. History Education in Korea has emphasized time and space at the same time. However, Curriculum and Assessment have not built the systematic framework yet. Achievement standards related with spatial concept must be set in the future History Curriculum Reform. Then, the CSAT will develop the items related with spatial thinking. Higher thinking skills such map reading and map creating need to be applied in classroom teaching will be another task in the near future.

This study analyzed the use of various AI tools (e.g., ChatGPT) by ten teachers who participated in a secondary teacher training program hosted by University A in January 2023. The training program was conducted over three days, and after learning how to use AI tools, the teachers were asked to apply the AI tools in the actual practice of test item development, particularly for reading test items in the College Scholastic Ability Test (CSAT). The study divided the test item development process into five stages: 1) passage creation; 2) test item creation; 3) test item selection; 4) vocabulary level control; and 5) refining details such as styling, choice length, and so on. At each stage, the cases showed that Al tools could significantly contribute to improving the efficiency of developing test items. The teachers also responded very positively to the training program, and the conclusion section discussed future challenges and further research.

This study explores how text difficulty factors can be operationalized as prompt conditions and post-generation review criteria in AI-assisted Korean reading test item development. To examine the applicability of the proposed criteria, three AI-generated TOPIK II reading items?topic/object identification, detail comprehension, and sentence-ordering items?were reviewed by four experts in Korean language education and assessment. The expert review showed that the AI-generated items generally reflected the basic formats of the target item types and provided answer evidence, but required revision in TOPIK-specific item format, level adjustment, distractor plausibility, and the directness of discourse cues. The findings suggest that generative AI should be used not as an autonomous item writer but as a draft-generating tool within a cyclical process of prompt specification, generation, expert review, revision, and regeneration.

한국사능력검정시험은 전국의 학생 및 일반인을 대상으로 현재 3회까지 시행되었음에도 불구하고 시행에 대한 시론적인 글과 ‘한국사 시험의 혁명’, ’첫 한국사 자격시험’, ‘역사 분야의 토익’ 등 언론 보도의 찬사만이 가득할 뿐이다. 이 시험이 역사 대중화라는 취지와 역사교육의 평가라는 중요성에 비해 1급~6급의 각 선다형 문항과 서답형 문항이 한국사능력검정시험의 목표에 맞게 출제되고 있는지에 대한 분석도 아직 없는 상황이다. 분명히 한국사능력검정시험은 사진과 그림을 시각적으로 컬러화 하여 텍스트가 주는 지루함에서 벗어난 획기적인 기획이었고, 차별화된 문항이 많이 개발되어 소홀해진 한국사에 대한 관심을 불러일으키는데 역할을 톡톡히 하면서 학생 및 일반인을 대상으로 한국사에 관해 기본적으로 알아야할 중요한 문제를 재미있게 제시하고 자연스럽게 익히게 하는 데 중점을 두고 있다. 이러한 역할이 지속적으로 되기 위해서 문항의 방향은 한국사의 기본 개념과 원리를 묻는 다양한 평가 소재를 찾아냄으로써 창의적 문제해결 능력 및 역사적 사고력을 개발할 수 있는 타당도 높은 문항이 출제되어 역사교육의 올바른 방향을 제시해야 한다. 본 연구에서는 제1ㆍ2회 한국사능력검정시험의 출제 경향 분석과 문항의 문제점을 살펴보면서 앞으로 평가 문항의 방향을 제시하였다. 한국시능력검정시혐의 방향은 실생활과 관련된 문항, 기본적인 한국사 지식이 심화되는 문항, 삽화나 그림 속에서도 사고를 요하는 재미있는 문항, 다양한 소재의 문항으로 시험이 끝난 후에도 제시된 문항에 관심을 가질 수 있는 문항, 역사적 사고력을 측정할 수 있는 문항으로 세련됨을 유지해 나아갈 필요가 있다. 그리고 같은 평가 요소라도 등급별로 수준 차이가 적정화 되는 문항 개발이 지속적인 과제이다. 이 시험에의 대중적 관심은 참신한 문항을 지속적으로 개발하여 다른 한국사 문항과의 차별성을 유지하고 제도적으로 시험의 결과를 다양하게 활용할 수 있는 방안이 보완되고 만들어져 인증서가 갖는 효용성을 보다 분명하게 할 때 그 영향력을 발휘할 수 있을 것이다.

The Korean History Competence Test has been administered to the students and the general public nationwide three times so far. Although the test has been much praised as 'a revolution in Korean history test', 'the first official qualification test on Korean history' and 'the TOEIC in Korean history', there has never been any reliable analysis on the validity of the items-multiple choice and essay questions-from level 1 through level 6. This is a lamentable situation when we think about its importance as a means of evaluating our history education and its main purpose of popularizing studies on Korean history. Clearly, the Korean History Competence Test has been successful in arousing more interest in our history, which has been a somewhat neglected area. This can be attributed to its innovative design-using colorful pictures and diagrams-and the invention of various creative items. It was also possible because of the fact that the test has dealt with the basic and Important facts from Korean history in an interesting and natural way. In order for the test to continue playing this important role, the test makers should continue inventing diverse test items aimed at evaluating the basic concept and principles of Korean history. Also, they should indicate a desirable direction of our history education by making valid items to measure and develop the students' creative problem-solving and historical reasoning ability. This thesis analyzes the tendency and characteristics of the test items from the first and second Korean History Competence Test and points out some problems of test items, which will hopefully help the item development later on. The success of the test depends on continuous development of original items and on finding ways of utilizing the test results. This will keep the public interest and confirm its value as an official test for issuing certificates of Korean history. More specifically, the test makers should invent items that make use of various resources that are related to our real life and that measure the power of historical reasoning while intensifying the basic knowledge on Korean history. They also should be able to maintain the test takers' interest in me subject even after the test. Another important task is that items should be properly differentiated according to their levels even if they measure the same elements.

This paper set out to examine types of items in College Scholastic Ability Test(CSAT) History with a focus on item component (item stem, instruction and alternative). In particular, attention is paid to the form and type of multiple-choice type items. Some patterns of the structural elements of questions used in the previous exams are identified through analyzing Korean Modern and Contemporary History exam papers between 2005 and 2009. The main findings of this study can be summarized as follows: Item stem aims to help students make the various distinctions required by the question through providing them with guidance both for responding to the elements in the question and for making sense of instruction. Instructions form an essential part in CSAT as they play an important role in assessing students' ability to conduct an inquiry. The types of instruction can vary according to their choice of kind of sources-primary [secondary] sources or adopted materials as well as written sources or visual sources. Moreover, the ways in which the chosen materials are employed can vary ranging from using a single source through combining more than one to simulating classroom-based activities or field work. Alternatives can be divided into a few types: selecting one word or single phrase answer in either written or visual form and sequencing alternatives in a chronological order. It should be emphasized that alternatives are devised to be mutually exclusive as well as to correspond to an item stem and an instruction of the question. Given the impact of the types of a question on the validity of CSAT, attention needs to be drawn to the various elements of item component.

The purpose of this study is to develop a descriptive paper test item which can evaluate elementary school students' HGA (scientific Hypothesis Generating Ability) and to propose a counting formula that can easily assess student's HGA objectively and quantitatively. To make the test item can possibly evaluate all the students from 6th graders to 3rd graders, the 'rabbit's ear' item is developed. Developed test item was distributed to four different elementary schools in Seoul. Total 280 students who were in the 6th grade solved the item. All the students' reponses to the item were analyzed. Based on the analyzed data evaluation factors and evaluation criteria are extracted to design a Hypothesis Generating ability Quotient (HGQ). As the result 'Explican's Degree of Likeness' and 'Hypothesis' Degree of Explanation' are chosen as evaluation factors. Also precedent evaluation criteria were renewed. At first, Explican's Degree of Likeness evaluation criterion was turned four levels into three levels and each content of evaluation criterion is also modified. Secondly, new evaluation factor 'Hypothesis' Degree of Explanation' was developed as combined three different evaluation criteria, 'level of explican', 'number of explican' and 'structure of explican'. This evaluation factor was designed to assess how the suggested hypothesis can elaborately explain the cause of one phenomenon. Newly designed evaluation factors and evaluation criteria can assess HGA more in detail and reduce the scoring discordant through the markers. Lastly, Developed counting formula is much more simple than precedent Kwon's equation for evaluating the Hypothesis Explanation Quotient. So it could help easily distinguish one student's scientific hypothesis generating ability.

현재 스마트폰(Smart phone) 및 테블릿 PC의 시장이 급속하게 성장함에 따라 현실 생활에 많은 변화가 일어나고 있으며 다양한 제품을 생산하는 생산 현장에서도 새로운 유형의 스마트모니터링 시스템의 도입이 가속화 되고 있다. 뿐만 아니라 테블릿 PC 시장의 급성장으로 인하여 기존의 사무실에서 관리하던 원격 모니터링 시스템이 급속도로 모바일 기능이 탑제된 스마트모니터링 시스템으로 발전해 나가고 있다. 본 논문에서는 갤럭시탭을 기반으로 다양한 품목을 생산하는 제조현장의 생산검사항목을 대상으로 하여 스마트디바이스(갤럭시탭)를 통하여 스마트디바이스에서 획득한 이미지(image) 정보과 텍스트(text) 정보를 원적지로 전송할 수 있는 기능과 또 다른 원격지에 모니터링 할 수 있는 스마트모니터링 시스템을 개발하여 모바일 스마트기기의 활용도를 높이고 보다 유연성이 있는 스마트모니터링 시스템을 제시하고자 한다.

Purpose: Test & Evaluation items are main contents which verify performance of the development system and they are deduced going through project management system stages. However, there is no systematic or standardized framework for Test & Evaluation items, so a lot of differences occur between projects and people are questioning whether verification items are selected for the optimization of the development system. In this regard, this research proposes the process of deducing Test & Evaluation items in a systematic way during a development stage by applying QFD (Quality Function Deployment) technique which reflects customers' requirements. Methods: Test & Evaluation items are recognized as customers' requirements, and QFD technique which refines and gathers various requirements of customers effectively during general products' development stage is applied to complete HOQ (House of Quality) Conclusion: There is no specific methodology for Test & Evaluation items, so currently, they are selected by including items which are given by similar projects or higher authorities. However, by utilizing QFD technique, selection of evaluation items which goes through more systematic process is expected to be possible.

본 연구는 학습자의 언어 숙달도를 효율적으로 측정할 수 있는 한국어 C-test를 개발하고 그 타당성을 검증하고자 하였다. 이를 위해 실제성과 장르의 다양성을 고려하여 텍스트를 선정하고, 체계적인 빈칸 삭제 기준을 마련한 뒤, 전문가 평정과 모어 화자 대상 파일럿 테스트를 거쳐 평가 도구를 개발하였다. 개발된 C-test는 이분형 Rasch 모델과 문항반응이론의 부분점수모형을 통해 빈칸 난도에 따른 학습자 능력 분포와 텍스트 난도를 분석하였으며, 공인 타당도 검증을 위해 EIT와의 상관관계를 확인하였다. 분석 결과, C-test는 다양한 수준의 학습자를 효과적으로 측정할 수 있었으며, 숙달도 상승에 따라 예측 점수가 증가하는 경향을 보였다. 또한, C-test와 EIT 점수 간 유의미한 정적 상관이 확인되었다(r = .588, p < .005). 본 연구는 한국어 C-test의 숙달도 측정 도구로서의 가능성을 제시하며, 실용성과 타당성을 갖춘 숙달도 평가 설계의 방향을 모색하였다.

This study aimed to develop a Korean C-test for efficient assessment of language proficiency and validate its effectiveness. Texts were selected based on authenticity and genre diversity, and a systematic deletion criterion was established. The test was refined through expert review and a pilot study involving native speakers. It was analyzed using both the dichotomous Rasch model and the Partial Credit Model within Item Response Theory to examine learner ability distributions by gap difficulty and estimate text difficulty. Concurrent validity was evaluated through correlations with the Elicited Imitation Task(EIT). Results showed that the C-test effectively measured learners across a wide range of proficiency levels, with scores increasing alongside proficiency. A significant positive correlation was found between C-test and EIT scores (r = .588, p < .005). These findings support the Korean C-test as a valid, practical proficiency assessment tool and offer insights for developing effective language testing instruments.

이 연구는 「정신지체인용 간편 직업적성검사」를 개발하기 위한 1차 연구의 성격을 지니며, 평가원리의 제시, 직업적성요인의 선정, 요인별 문항구성과 문항개발, 예비검사를 통한 예비문항 분석 등을 실시하는데 그 목적이 있다. 정신지체인용 간편 직업적성검사는 규준참조검사, 잠재적 기능측정, 카페테리아 방식의 평가원리를 적용하였다. 적성요인은 전문가 협의회를 통해 일반직업적성검사(GATB)의 11개 요인 중 8개 요인을 선정하였다. 검사는 웹상에서 실시할 수 있는 8개 하위검사로 구성되었으며, 평균 검사소요 시간은 21.4분이다. 문항분석을 위해 정신지체인 10명을 대상으로 한 1차 예비검사와 116명을 대상으로 한 2차 예비검사를 실시하였으며, 문항분석 결과 「정신지체인용 간편 직업적성검사」의 문항들은 그 신뢰도, 난이도, 변별도 등이 비교적 안정적인 것으로 나타났다. 이 연구에 이어 2차 연구에서 적성직군 준거선정, 적성직군 준거개발, 적성직군 결정절차 및 검사결과의 제시 등의 개발과정이 진행될 예정이며, 3차 연구를 통해 본 검사 실시 및 도구의 타당화 연구를 진행 한 후 검사실시 요강 제작 및 웹 프로그램 개발을 최종 완성할 계획이다.

The purpose of this study was (1) to develop first study for an brief vocational aptitude test for individuals with mental retardation and (2) to perform pre-item analysis through providing evaluation principles, selecting vocational aptitude factors, a factor analysis of item construction and item development, pre-test.An brief vocational aptitude test for individuals with mental retardation has been applied to evaluation principles such as norm-referenced test, potential function measurement, cafeteria style. Aptitude factors were selected and analyzed 8 factors among 11 factors of GATB(General Aptitude Test Battery) by committee approach. Test section constructed with 8 modules that can be performed in web-based system and it took 21.4 minutes for average testing time. 10 individuals with mental retardation participated for first pre-test and 116 individuals with mental retardation participated for second pre-test. reliability, the degree of difficulty and the degree of discrimination were proven to be comparatively stable after the results of item analysis. Development process such as selecting criterion for Aptitude employment group, developing criterion for aptitude employment group, determination procedure for aptitude employment group, and providing results of test will be examined by first follow-up study and after investigating validity of test instrumentation, test manual and web-based program will be provided by second follow-up study.

목적: 인지-의사소통장애 간편검사(Brief test of Cognitive-Communication Disorders, BCCD)의 하위문항으로서의 본 담화 문항을 55세 이상의 정상 성인을 대상으로 적용하여, 연령, 교육년수, 성별에 따라 담화 수행력에 차이가 있는지 알아보고자 하였다. 방법: 본 연구는 55세 이상의 184명 정상 성인을 대상으로 실시되었다. 연령별로는 55-64세, 65-74세, 75세 이상의 세 집단으로 나누었으며, 각각 75명, 65명, 44명이었다. 본 집단을 교육수준에 따라 나누면, 1-6년, 9-11년, 12년, 13년 이상의 4집단으로 나뉘었으며, 각각 38명, 32명, 71명, 43명이었다. 또한, 이 중 남성은 88명, 여성은 96명이었다. BCCD의 담화 문항은 총 8점 만점으로 하위 영역별 점수는 통일성 3점, 응집성 2점, 명제 2점, 쉼 1점으로 구성된다. 본 담화문항의 하위 영역별 점수 및 담화총점이 연령, 교육년수, 성별에 따라 차이가 있는지 조사하였다. 결과: 통일성 점수 및 담화 총점은 65세를 기점으로 감소하였으며, 응집성 점수와 명제 점수는 세 연령 집단 간 유의한 차이를 보였다. 또한, 통일성, 응집성, 명제 점수 및 담화총점은 초등학교 이하의 집단과 중학교 졸업 집단이 고등학교 졸업 집단 및 대학교 재학 이상의 집단보다 떨어짐을 확인하였다. 또한, 성별에 따른 차이는 여성이 남성에 비해 응집성 점수에서만 높았다. 결론: 55세 이상의 정상 성인의 경우, 주제유지, 결속장치의 빈도, 명제의 수는 연령이 증가함에 따라, 교육수준이 낮을수록 낮게 나타났다. 즉, 담화 수행 정도를 평가할 때, 연령 및 교육수준은 반드시 고려해야 할 요인이다.

Purpose: A discourse analysis of a subtest of the Brief test of Cognitive-Communication Disorders (BCCD) was applied to normal adults over 55 years of age to investigate whether discourse performances differ according to age, years of education, and gender. Methods: This study was conducted on 184 healthy adults aged 55 years or older. The age groupings were divided into three groups, 55-64, 65-74, and ≥75, with 75, 65, and 44 participants, respectively. The subjects were also divided into four educational groups of 1-6 years, 9-11 years, 12 years, and ≥13 years, with 38, 32, 71, and 43 participants, respectively. Eighty-eight subjects were male and 96 were female. The question of discourse in the BCCD had a total of 8 points, and the scores of each sub-area consisted of 3 points of coherence, 2 points of cohesion, 2 points of proposition, and 1 point of pause. This study examined whether the sub-scores and the total discourse scores differed according to age, years of education, and gender. Results: The coherence score and the total discourse score decreased from 65 years, and the scores of cohesion and proposition showed significant differences among the three age groups. In addition, the scores of coherence, cohesion, and proposition, and the discourse total score showed that the scores of the groups below middle school was lower than those of the groups above high school graduation. Only the score of cohesion was higher in women than in men. Conclusions: In normal adults aged 55 years or older, topic maintenance, the frequency of cohesive ties, and the number of propositions were lower with age and lower education levels. That is, when evaluating discourse performance, age and education level must be considered.