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남경옥 한국초등영어교육학회 2017 초등영어교육 Vol.23 No.1
This study aims to examine the “test usefulness” (Bachman & Palmer, 1996) of the School-based Achievement Test (SBT), using an empirical comparative analysis in relation to the National Assessment of English Achievement (NAEA) within an elementary school context in 2011. The participants in this study were 563 Korean elementary school students. The participants’ results in the achievement test were measured using statistical methods – descriptive statistics, the Wilcoxon signed rank test, and the Kruskal-Wallis test – and a correlation analysis was conducted in relation to the results of the 2011 NAEA for 6th graders administered by Korea Institute for Curriculum and Evaluation (KICE). The findings of the research indicated that there were significant differences in the NAEA results between the Mid-Term (MT) and Final Term Exam (FT) (Z=-5.89, p=.00, p<.05; Z=-5.89, p=.00, p<.05, respectively), as well as between the corresponding achievement levels of MTs (χ2=163.07, p=.00, p<.05) and FTs (χ2=182.40, p=.00, p<.05). With regard to the results of the correlation analysis comparing the SBT and NAEA, statistically significant correlations were found. Some implications and suggestions were then drawn from these results.
교내 학업성취도 평가 문항분석을 통한 초등학교 영어 평가의 유용도 연구
남경옥 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.2
This study aims to examine usefulness of school-based achievement test(SBT below) through an item analysis of SBT for test quality control through an in-depth study of test papers from primary context in 2010 and to identify whether SBT keeps step with the purpose of NAEA(National Assessment of Educational Achievement, NAEA below), to empower it from bottom up. Nine hundred and six Korean elementary school students participated in this study. The participants’ results of the achievement test papers were measured along with an item analysis based on the classical test theory and statistical method. This involved descriptive statistics, two independent samples t-test, and correlation analysis, in company with the result of the 2010 NAEA administered by KICE(Korea Institute for Curriculum and Evaluation). The findings of the research indicated that the item difficulty was appropriate for or slightly below learners’ abilities, if any, and illustrated item discrimination power, reliability, and the attractiveness of incorrect answers of SBT. In addition, differences between genders in terms of educational achievement as well as differences between achievement levels(high 27%, low 27%) in line with gender was discerned. Moreover, significant correlation between test papers were statistically meaningful. Therefore this study was designed for four purposes. To investigate whether the SBT is useful for the Korean elementary school context from bottom up. To improve teaching and the learning process in order to obtain greater academic achievement. To show the possibility of an effective testing device, and to arose greater awareness of the implications of elementary English assessment and evaluation systems for trainers, teachers and learners. Some implications and suggestions were drawn from those results.
초등학교 영어수업 분석을 통한 영어로 진행하는 영어수업(TEE) 평가도구의 적용가능성 연구
남경옥(Nam, Kyoung-Oak) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.2
This study is aimed to identify the applicability of the TEE tool by implementing the TEE in an elementary English teaching context and to promote an improvement of a classroom English teaching by providing a chance to examine English teachers’ TEE ability in terms of evaluating TEE. More specifically, this study tested whether the TEE assessment tool postulated by Lee, Kim, Lee, Lee, and Jang (2009), was applicable to elementary school level English classes. Five Korean and five English native teachers participated in this study, and eighteen TEE video clips were measured using the TEE assessment tool. Our findings revealed that while those assessment elements are observable and feasible, redundancy of the assessment elements were observed. In addition, while the TEE assessment tool was fully reliable and valid within the participants, it had only partially different results. The results are discussed in terms of exploring new possible directions in elementary-level assessment, and evaluation of the TEE implementation in various levels of the elementary English education system as well as the overall development of TEE proficiency and the role of implementation in elementary English teaching context.
간호 요구에 기반한 정신건강의학과 입원환자 분류체계 개발
오인옥,남경아 한국정신간호학회 2020 정신간호학회지 Vol.29 No.3
Purpose: The purpose of this study was to develop and validate the Psychiatric Inpatient Classification System (PICS) based on nursing care needs of psychiatric inpatients. Methods: The preliminary items of the PICS based on the Korean Patients Classification System-1 (KPCS-1) were revised through literature review and interviews with psychiatric nurses. Content validity was assessed by 11 psychiatric nursing experts. In a convenience sample of 154 psychiatric inpatients, nurses reported nursing activities performed for their patients using the PICS. Criterion validity of the PICS was evaluated by testing correlation between the PICS and the Subjective Patient Classification (SPC). To identify groups of patients, the cluster analysis was performed with the PICS as a cluster variable, and cluster analysis was used. Results: The final PICS comprised 12 nursing areas, 61 nursing activities, and 104 items. Significant correlation between the PICS and the SPC showed criterion validity of the PICS. Conclusion: Results suggest a patient classification system based on psychiatric nursing needs. This will improve the quality of psychiatric nursing by providing substantial data on an appropriate ratio of psychiatric nursing staffing.