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KMID : 0861020220370020013
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Korea Journal of Herbology
2022 Volume.37 No. 2 p.13 ~ p.21
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Study on the herbology test items in Korean medicine education using Item Response Theory
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Chae Han
Han Sang-Yun
Yang Gi-Young
Kim Hyung-Woo
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Abstract
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Objectives : The evaluation of academic achievement is pivotal for establishing accurate direction and adequate level of medical education. The purpose of this study was to firstly establish innovative item analysis technique of Item Response Theory (IRT) for analyzing multiple-choice test of herbology in the traditional Korean medicine education which has not been available for the difficulty of test theory and statistical calculation.
Methods : The answers of 390 students (2012-2018) to the 14 item herbology test in college of Korean medicine were used for the item analysis. As for the multidimensional analysis of item characteristics, difficulty, discrimination, and guessing parameters along with item-total correlation and percentage of correct answer were calculated using Classical Test Theory (CTT) and IRT.
Results : The validity parameters of strong and weak items were illustrated in multiple perspectives. There were 4 items with six acceptable index scores, and 5 items with only one acceptable index score. The item discrimination of IRT was found to have no significant correlation with difficulty and discrimination indices of CTT emphasizing attention of professionals of medical education as for the test credibility.
Conclusion : The critical suggestions for the development, utilization and revision of test items in the e-learning and evidence-based Teaching era were made based on the results of item analysis using IRT. The current study would firstly provide foundation for upgrading the quality of Korean medicine education using test theory.
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KEYWORD
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Classical Test Theory, e-Learning, herbology, Evidence-based Teaching, Item Response Theory, medical education
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