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林忠基 서원대학교 교육연구소 1986 敎育發展 Vol.5 No.1
Some methodological alternatives for the analysis of educational change, specifically for eliminating the influence of pre-treatment differences on post test scores were disussed. Experimental design consider action comparing past-test scores with assuming independent and equivalent samples, analysis model of difference scores comparing scores of subtraction of a pre-test score from each post-test score, analysis model of residual gain scores comparing scores of deviation of the post score from the post -test/pre- test regression line, repeated measures analysis of variance model including the pre- treatment differences as one dimension of analysis, and analysis of covariance model using the pre-test differences as a covariate can be used for the analysis of educational change. But there are problems such as the difficulty of true randomization including independent and equivalent sampling in the experimental design consideration in educational settings, such as the risk of being primarily composed of error variance in the statistics for the statistical analysis in the perspective of measurement theory. Also, there are problems that the measurement and meaurement level of education variables are not suited well to the general as sumptions of statistical models. Therefore, of course, above- mentioned methods for the analysis of educational change can be used, but the interpretation of those analysis results must be done in the context of their limitations.
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변화점수에 의한 교육적 변화 분석방법에 관한 종합적 고찰
임충기 西原大學校 1986 西原大學 論文集 Vol.18 No.-
The change score approach for the analysis of educational change was broadly reviewed in the positive/negaative aspects. Generally it has negative methodological problems such as negative correlation with pretest, loss of information, low reliability and zero validity, and Lord's paradox. Of course, on the other hand, it also has positive aspects such as increase in reliability and validity and some examples of the legitimacy and usefulness of its design. But it is usually misleading and at best inferior to other methods of analysis except the above positive aspects. Therefore, we must use it carefully, and we must not use it if possible.
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임충기 서원대학교 2004 敎育發展 Vol.23 No.2
This study was intended to derive some implications for developing on-the-job training programs for teachers in the Graduate School of Education, Seowon University. Materials published by Ministry of Education &uman Resources Development were reviewed and previous researches about teacher development were investigated. As a result, the following implications to be considered in developing on-the-job training programs for teachers were suggested : 1) emphasis elevating application levels of subject curriculum in order to improve classroom teaching, 2) necessity of special programs for knowledge-based society, gifted students education, and guidance, 3) distant education programs with information technology, 4) considering developmental stages in teacher development, 5) differentiated programs according to teachers' cognition, career, and motivation levels, 6) considering context variables and alternative models. Finally, necessity of systematic programs for inservice and onservice programs was emphasized.
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임충기 서원대학교 교육연구소 2002 敎育發展 Vol.21 No.1
This study was aimed to show characteristics of the modified partially compensatory IRT model and to develop its parameter estimation program. Here, the original Sympson model was modified by removing the parameters of discrimination and guessing. The modified model has the form of Rasch model at each dimension, but it keeps the multiplicative relationship among dimensions like the original model. With the assumption of local independence and independence among examinees, a joint frequency distribution, namely a joint likelihood function was adopted. And its negative natural logarithm was regarded as a quantity to be minimized and converged. Finally, a SAS/IML procedure was developed to estimate the ability and difficulty parameters of the modified model at the same time. In the future, it is necessary to evaluate the efficiency of the developed estimaton procedure.
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임충기 서원대학교 2004 敎育發展 Vol.23 No.1
This study was intended to identify the validity of Gordon's advanced measures of music audiation. Specially, its logic of item design and scoring procedure was examined with analyzing actual test data. As a result, it was found that Gordon's logic of item design and scoring procedure was fully functioning in the context of classical test theory. In future, an appropriate item response model might need to be developed for this measure.
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林忠基 서원대학교 교육연구소 1985 敎育發展 Vol.4 No.1
Classroom reward structures refer to the performance criteria, contingencies, or standards, which are internatlized by group members, that students must satisfy in order to receive presumably valued or reinforcing consequesncies such as prize or high grades. There are three basic possible reward structures which can be implemented in a learning situation: competitive, cooperative, and individualistc reward structure. And the most typical reward structure in today's classroom appears to be competitive one. But most studies about reward structures suggest negative effects of competitive reward structure and positive effects of cooperative reward structure. Now, we must escape from the state that the competitive reward structure is pervasive in the classroom situation. Of course we should use all three reward structures depending upon the specific instructional objectives, and students should be taught the basic skills necessary to function in all three types of situations.
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