KR20170103223A - Diagnostic method of reliable student core competencies - Google Patents

Abstract

A reliable core competency diagnosis method calculated by personality, communication, resource/information/technology utilization, comprehensive thinking power, personal relations, and self-management items includes the steps of: determining the score (xk) of each program (k) which a student takes; determining a capability application weight (wik) between each program (k) and each core competency (i); and assigning the capability application weight (wik) to the score (xk) of each program (k) to calculate a core competency score (yi). Accordingly, the present invention can reliably calculate the score.

Description

Reliable Core Core Competencies:

The present invention relates to a core competency diagnostic method, and more particularly, to a reliable core competence diagnostic method that is calculated through humanity, communication, utilization of resources / information / technology, comprehensive thinking, interpersonal relationship, .

Generally, in order to manage the distributed student capacity in general, universities are comprehensively diagnosing the regular and comparative programs operated in the university, and a system is being built to support the student capacity comprehensively.

However, due to lack of specificity of core competency diagnostic methods, there are limitations in providing practical information to students, and there are many cases in which there is lack of student competence diagnosis and connection.

Competency group
(Pro
gram
group) division
(program) weight
Item 1
(eg. personality) Item 2
(eg, communication skills) Item 3 Item 4 Item 5 Item 6 Total 7 Grant score (per one)
Count Count Count Count Count Count Count Group 1

Competence 1
(eg. personality) 8 10 One 0 One 7 11 30 0.27 Competency 2 12 0 0 2 2 0 2 6 2.00 Competency 3
(eg foreign language) 8 0 6 2 2 2 6 18 0.45 Competency 4 12 2 5 2 3 2 9 23 0.52 Group 2 Competency 5 10 3 4 0 0 9 5 21 0.48 Competency 6 10 0 4 4 One 0 6 15 0.67 Group 3 Competency 7 10 0 2 5 3 0 11 21 0.48 Competency 8 10 0 One 13 9 0 8 31 0.33 Group 4
(eg major) Competency 9 10 0 One 7 2 3 7 20 0.50 Competency 10 10 0 2 5 2 3 3 15 0.67 system 100 15 26 40 25 26 68 200

Table 1 shows the core competency diagnostic indices used in the conventional core competency diagnosis system.

As shown in Table 1, the conventional core competency diagnosis indexes are divided into competency groups, weighted based on simple cases, and program-specific indices are applied.

As described above, when the core competency diagnosis index using the number of completing by simple classification is used, there is a problem that accuracy and reliability are low because only the quantitative value is reflected.

Also, in the conventional core competence diagnosis system, the standards of the comparative group are ambiguously set as the upper class students and the average students. Therefore, even if the user confirms the comparison result with the comparison group, the user can not intuitively confirm his / her objective capability, so that there is a problem that sufficient information is not provided through the core capability diagnosis system.

The present invention has been proposed to solve the technical problems as described above, the student is completed given the capabilities application weight (w _ik) to the point (x _k) of the respective programs (k) calculating a core competence score (y _i) This provides a core competency diagnostic method that can yield reliable scores.

In addition, the core competency score (y _i ) can be transformed into a core competence conversion score (Y _i ) evaluated from 0 to 100 using the probability density function of the beta distribution and the cumulative distribution function of the beta distribution, Provides a core competency diagnostic method.

According to an embodiment of the present invention, in a reliable core competence diagnosis method that is calculated through humanity, communication, utilization of resources / information / technology, comprehensive thinking, interpersonal relationship and self management, determining a score (x _k ) Determining a capacity application weight (w _ik ) between each program (k) and each core competency (i); And calculating the core competency score y _i by applying the competency applying weight w _ik to the score x _k of each program k.

Also, the score of each program (x _k ) Is determined as a constant value of any one of 0 to 5 points.

The step of determining the capability weighting value (w _ik ) further includes the step of defining a correlation degree of a relation (r _ik ) between each program (k) and each core capability (i) - r _ik = 2 R _ik = 1 (when the relationship is weak), r _ik = 0 (when there is no relation); And the capability application weight w _ik

(k = 1, 2, ..., K), where i = 1, 2, 3, 4, 5, 6;

In addition, the step of calculating the core competency score (y _i )

(i = 1, 2, 3, 4, 5, 6), (

). ≪ / RTI >

The core competence score (y _i ), which was evaluated from 0 to 5 points, was calculated from the core competence conversion score (0) to the score (100) using the cumulative distribution function of the beta distribution and the probability density function of the beta distribution Y _i ), the method comprising:

The probability density function of the beta distribution is defined as:

, here

, and if x is an integer,

Wherein the cumulative distribution function of the beta distribution is defined as:

.

In addition, the step of converting into the core competency conversion score (Y _i ) comprises: determining two parameters α and β of the beta distribution; The core competency score (y _i )

; ≪ / RTI > And

And calculating the core competency conversion score (Y _i ) using the score.

In addition, the core competence transformation point (Y _i) a step of displaying as an absolute score; step further comprises a, and represented by the core capabilities conversion score (Y _i) absolute score, copper grade upper by core capabilities of the student The average score of 25% is defined as a good student, and the mean score of the same grade students is defined as an average and simultaneously displayed in comparison.

Further, the key conversion competency score (Y _i) step of displaying a relative score; relative score (YR _i) of including more, and the key conversion competency score (Y _i) is, _i = YR

, m _i = i is calculated by means of the average score of the core competency.

Extracting qualitative information from the core competency conversion score (Y _i ) and extracting qualitative information from the qualitative score; and extracting the qualitative information comprises grading the quantitative score (Between 75% and 125% of the grade average) and lower grades (less than 75% of the grade average), and the grouping is classified into grouping The criterion is characterized by a way to make use of advantages and a way to supplement the deficient parts.

The core competency diagnosis method according to the embodiment of the present invention calculates a core competency score (y _i ) by assigning a capability application weight (w _ik ) to a score (x _k ) of each program (k) The score can be calculated.

Further, the display converts the core competence score (y _i) with a core competence transformation point (Y _i) rated at 10 points by using the cumulative distribution function of a probability density function and the beta distribution of the beta distribution up to 100 points, the user Can intuitively identify his or her score.

Figure 1 shows the six core competencies defined in the university system
2 is a graph of the core competency score y _i when? =? = 2 and? =? = 3
Fig. 3 is a graph showing the scores of the core competency scores y _i when? = 1 and? = 2,? = 1 and? = 3,? = 1 and?
FIG. 4 is a chart showing the core competency score (absolute score) in a chart format
FIG. 5 is a diagram showing charts of Table 9
Fig. 6 is a chart showing the chart of Table 10
Figure 7 is a chart showing the core competency score (relative score) in a chart format
8 is a chart showing the chart 11 in Table 11
FIG. 9 is a chart showing the table 12 in a chart format
Fig. 10 is a chart showing the absolute scores of 3Up in a chart format
Fig. 11 is a diagram showing chart 18 in Table 18
Fig. 12 is a chart showing 3Up (relative score) in a chart format
13 is a chart showing the chart 19 in the table 19
FIG. 14 is a diagram showing a chart 20 in a table 20
15 is a view showing the main screen of the homepage displaying information calculated through the core competency diagnosis method
16 is a model for each type of development path.
17 is an exemplary view showing a guide page;

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS Hereinafter, embodiments of the present invention will be described in detail with reference to the accompanying drawings, in order to facilitate a person skilled in the art to easily carry out the technical idea of the present invention.

Generally speaking, 'competence' has been discussed in the field of vocational education or training, or adult education, and is a concept related to the successful execution of the job or task to be mastered.

Recently, the term has emerged as a core skill, key competency, generic skill, and key qualification in discussions related to school education.

The OECD, in carrying out the DeSeCo (Defining and Selecting Key Competencies) project, has developed a 'core competency' that, unlike specific competency specific to one or several contexts, It is defined as a personality.

In addition, core competency (core competency) in corporate management is a combination of proprietary technology and knowledge possessed by the members of the organization. Specifically, it means a power that can provide benefits to customers at several levels superior to those of competitors do.

In the core competency diagnosis of college students, Essential Skills is defined as knowledge, skills, and attitudes that are commonly required to successfully perform a job regardless of occupation or position.

Figure 1 is a diagram showing the six core competencies defined in the university system.

Referring to FIG. 1, core competency items are defined as a total of six categories: personality, communication, utilization of resources / information / technology, comprehensive thinking ability, interpersonal relationship, and self-management.

First, personality is defined as ability based on honesty and trust, service and consideration, challenging spirit, and creative thinking.

In addition, communication is defined as listening, speaking, reading, writing, and the ability to communicate in a foreign language to communicate with others.

In addition, the use of resources / information / technology is defined as the ability to manage a given resource, collect and analyze information, and utilize operations, statistics, and media to select and apply diverse engineering techniques.

In addition, comprehensive thinking is defined as the ability to articulate problem situations, infer for problem solving, judge ideas based on criteria, and present creative solutions to relevant solutions.

In addition, interpersonal relationships are defined as the ability to understand customer service, teamwork, conflict management, leadership, and organization to achieve common goals in a variety of human and social contexts.

In addition, self-management is defined as the ability to manage and control oneself emotionally through self-directed learning, and the ability to hold a career by establishing and executing a plan.

- Core Competence Diagnosis Algorithm

(1) First, the symbols used in the formula are defined as follows.

K = Number of programs provided by the school

k = subscript indicating the program (k = 1, 2, ..., K)

x _k = the score of the k program

(i = 1, 2, 3, 4, 5, 6) indicating the core competencies are defined as core competency items in Table 2.

i Core competence One tenacity 2 Communication 3 Utilizing resources / information / technology 4 Comprehensive Thinking Power 5 human relationship 6 self care

w _ik = k i of the program capabilities application weight (i = 1, 2, 3 , 4, 5, 6; k = 1, 2, ....., K)

(2) the score of each program students take x _k ) decision

It is desirable that the scale section and the score presentation method for evaluating the completion score of each program are unified, and the score x _k (k = 1, 2, ..., K) can be defined as a score value from 0 to 5 (0, 1, 2, 3, 4, 5 points).

(Example) Opening Program: Reading Certification System

1 to 5 times: 1 point, 6 to 10 times: 2 points, 11 to 15 times: 3 points, 16 to 20 times: 4 points, 21 times or more: 5 points

(3) i-capacity application weight of k program w _ik  decision

(Step 1) r _ik relationship between each program and six core competency; by evaluating the (i = 1, 2, 3 , 4, 5, 6 k = 1, 2, ....., K) < Table 3 &Gt;&lt; / RTI &gt;

program tenacity Communication Utilizing resources / information / technology Comprehensive Thinking Power human relationship self care sum k _rk r _2k r _3k r _4k r _5k r _6k

Sum

Here, r _ik = k means the degree of relation between program and i competency,

r _ik = 2 (O when the relationship is strong)

r _ik = 1 (when the relationship is weak,?)

r _ik = 0 (when there is no relation).

(Step 2) The weight w _ik of each program to be used for the core competency i evaluation calculation is calculated by the following equation and summarized as <Table 4>.

(i = 1, 2, 3, 4, 5, 6; k = 1,

program tenacity Communication Utilizing resources / information / technology Comprehensive Thinking Power human relationship self care sum In terms of each core competency,
weight k _wk w _2k w _3k w _4k w _5k w _6k

Sum One One One One One One 6 One

The program weights in terms of core competencies are used as references to indicate the relative importance of each program to enhance core competencies.

(4) Calculation of 6 core competency scores

The score for each core competency i is calculated as follows, and scores for each core competency are listed in Table 5.

(i = 1, 2, 3, 4, 5, 6), (

)

i Core competence Core competency score y _i One tenacity

2 Communication

3 Utilizing resources / information / technology

4 Comprehensive Thinking Power

5 human relationship

6 self care

- Expression of core competency results

(1) the six core competency conversion scores

It is desirable to show the core competency scores, which are evaluated from 0 to 5 points, from 0 to 100, which is easy for students to experience.

In other words, taking advantage of the fact that the cumulative distribution function used in statistics is a simple increasing function from 0 to 1, and in particular, the fact that the random variable of the beta distribution exists between 0 and 1, And the core competency score, which is evaluated as 0, is used.

First, the probability density function of the beta distribution is defined as follows.

here

If x is an integer,

   The shape of the probability density function f (y) of the beta distribution can be expressed in various forms according to the values of α and β.

(Example) α = β <1: Cup shape

α = β = 1: U (0,1), horizontal line with height 1

α = β> 1: bell shape (a bell shape that concentrates more and more at y = 0.5 as α and β become larger)

1 <α <β: Long tailed tail to the right

1 <β <α: long-tailed bell shape to the left

α> β and β ≤ 1: simple increase, convex,

α <β and α ≤ 1: Simple reduction, convex,

The cumulative distribution function of the beta distribution is defined by the following equation.

The shape of the cumulative distribution function F (y) of the beta distribution can be expressed in various forms according to the values of α and β, and the value simply increases from 0 to 1

     (Example) α = β <1: S inverted shape

α = β = 1: Straight line with 1 slope

α = β> 1: S shape (S shape with increasing slope change as α and β increase)

1 <α <β: S shape with the left increasing more rapidly

1 <β <α: S shape with the right increasing more rapidly

α> β and β ≤ 1: simple increase, convex,

α <β and α ≤ 1: Simple increase, concave,

The calculation of the six core competency conversion scores using the above-mentioned beta distribution is performed through the following steps.

(Step 1) Calculate each core competency score y _i .

(Step 2) The α and β values are determined according to the shape of the core competence conversion score displayed to the user.

(Step 3)

Depending on the

Calculate the value.

(

) → (

)

(Step 4) Calculated in Step 3

Using the α and β values determined in Step 2 and Step 2, the transformation score Y _i of each core competency is calculated by the following equation.

(Example 1)? =? = 2

(Example 2)? =? = 3

The calculation results for Examples 1 and 2 are shown in Table 6, and FIG. 2 is a graph for the core competency score y _i when? =? = 2 and? =? = 3.

Core competency score (y) y ' The conversion score (? =? = 2) The conversion score (? =? = 3) 0 0 0 0 0.5 0.1 2.8 0.856 One 0.2 10.4 5.792 1.5 0.3 21.6 16.308 2 0.4 35.2 31.744 2.5 0.5 50 50 3 0.6 64.8 68.256 3.5 0.7 78.4 83.692 4 0.8 89.6 94.208 4.5 0.9 97.2 99.144 5 One 100 100

(Example 3)? = 1,? = 2

(Example 4)? = 1,? = 3

(Example 5)? = 1,? = 4

The calculation results for Examples 3 to 5 are shown in Table 7, and Fig. 3 shows the results when α = 1 and β = 2 and α = 1 and β = 4 when α = , A graph of core competency score y _i values.

Core competency score (y) y ' Conversion score
(? = 1,? = 2) Conversion score
(? = 1,? = 3) Conversion score
(? = 1,? = 4) 0 0 0 0 0 0.5 0.1 19 27.1 34.39 One 0.2 36 48.8 59.04 1.5 0.3 51 65.7 75.99 2 0.4 64 78.4 87.04 2.5 0.5 75 87.5 93.75 3 0.6 84 93.6 97.44 3.5 0.7 91 97.3 99.19 4 0.8 96 99.2 99.84 4.5 0.9 99 99.9 99.99 5 One 100 100 100

Among the many programs that have been established by universities, the number of programs that individual students will undertake will be relatively small, so the number of core competencies for each student is often not large.

2 and 3, which are graphs for the above-described Examples 1 to 5,

In order to give students the ability to differentiate their core competency scores, it is advisable to increase the number of sources in a simple incremental concave form to near zero. That is, it is preferable to select α = 1, β = 3 or 4.

(2) Expression of diagnosis result

- Absolute score by core competency

FIG. 4 is a chart showing the core competency score (absolute score) in a chart format.

Referring to FIG. 4, the completion score of each program is displayed so as to have an upper limit of 100 points.

At this time, considering the relatively small number of programs to be completed by students among the many programs, the conversion scores for each core competency are used.

Also, compare the average grade of the top 25% of students in this grade as the best students.

Also, compare the average scores of the students in the same year.

Origin Core competence Student score Top 25% average grade Average grade tenacity 2.2 3.2 2 Communication 1.3 2.7 2.3 Utilizing resources / information / technology 2.2 2.8 2 Comprehensive Thinking Power 2.5 2.9 2.1 human relationship 1.2 1.8 0.8 self care 3.7 2.5 1.1

The conversion score (? = 1,? = 4) Core competence Student score Top 25% average grade Average grade tenacity 90.17 98.32 87.04 Communication 70.01 95.52 91.50 Utilizing resources / information / technology 90.17 96.25 87.04 Comprehensive Thinking Power 93.75 96.89 88.68 human relationship 66.64 83.22 50.21 self care 99.54 93.75 62.98

Table 8 shows the table of origin scores for core competencies, and Table 9 shows the conversion of origin scores to conversion scores (α = 1, β = 4). 5 is a chart showing Table 9 in a chart format.

The conversion score (? = 1,? = 3) Core competence Student score Top 25% average grade Average grade tenacity 82.44 95.33 78.40 Communication 59.48 90.27 84.25 Utilizing resources / information / technology 82.44 91.48 78.40 Comprehensive Thinking Power 87.50 92.59 80.49 human relationship 56.10 73.79 40.73 self care 98.24 87.50 52.54

Table 10 shows the conversion of the origin score to the conversion score (α = 1, β = 3). 6 is a chart showing Table 10 in a chart format.

The example of calculating the absolute score according to the core competency and expressing it in a chart form has been described. Hereinafter, an example of calculating the relative score and expressing it in the form of a chart will be described.

- Relative score by core competency

For each core competency, if there is a significant deviation in the students' score, the relative score of the student relative to the grade average for each core competency can be calculated and shown.

For each core competency, the relative score of the student relative to the grade average shall be calculated proportionally with the average grade point average of that grade as 100.

In this case, when the average score of the i core competency is 100, the student's i core competency relative score can be calculated by the following equation.

Y _i = i conversion score of core competency

m _i = i Average grade point average score of core competency

i The relative score of the student's core competency against that grade average (YR _i ) =

7 is a chart showing the core competency score (relative score) in a chart format.

Referring to FIG. 7, the relative score of the student can be more clearly determined by showing the 125% scale line of the average and the 75% scale line of the average together with the scale line of the average score of the i-core competence to 100 have.

The conversion score (? = 1,? = 4) Core competence Student score The same year
Average score Average contrast
Student relative score Average of the same grade
(100) Average
125% Average
75 tenacity 90.17 87.04 103.59 100 125 75 Communication 70.01 91.50 76.52 100 125 75 Utilizing resources / information / technology 90.17 87.04 103.59 100 125 75 Comprehensive Thinking Power 93.75 88.68 105.71 100 125 75 human relationship 66.64 50.21 132.71 100 125 75 self care 99.54 62.98 158.04 100 125 75

Table 11 shows conversion scores (α = 1, β = 4) calculated as core competency relative scores, and FIG. 8 is a chart expressing Table 11 in a chart format.

The conversion score (? = 1,? = 3) Core competence Student score The same year
Average score Average contrast
Student relative score Average of the same grade
(100) Average
125% Average
75 tenacity 82.44 78.40 105.15 100 125 75 Communication 59.48 84.25 70.59 100 125 75 Utilizing resources / information / technology 82.44 78.40 105.15 100 125 75 Comprehensive Thinking Power 87.50 80.49 108.71 100 125 75 human relationship 56.10 40.73 137.74 100 125 75 self care 98.24 52.54 186.97 100 125 75

Table 12 shows conversion scores (α = 1, β = 3) calculated as the core competency relative scores, and FIG. 9 is a chart showing table 12 in a chart format.

- Application of Core Competence Diagnosis Algorithm

The core competency diagnosis algorithm described above can be applied to various fields according to the set goal.

Hereinafter, an example of application to 3UP (academic, employment, entrepreneurial) goals of universities will be described using the same method as the six core competence measurement methods described above.

That is, the algorithm of the core competence diagnosis method described above can be applied to applications such as study, employment, start-up (hereinafter referred to as 3UP).

(1) First, the symbols used in the formula are defined as follows.

K = Number of programs provided by the school

k = subscript indicating the program (k = 1, 2, ..., K)

x _k = the score of the k program

(j = 1, 2, 3) indicating j = 3Up (academic, employment, entrepreneur), which is defined in Table 13.

j 3UP One Employment 2 founded 3 study

u _jk = k is applied to the j-th weight of the Up program (j = 1, 2, 3 ; k = 1, 2, ........, K)

, for all j

(2) Weight u _ik  decision

(Step 1) Relationship between each program and each Up s _jk (j = 1, 2, 3; k = 1, 2, ..., K) is defined as shown in Table 14.

program Employment founded study sum k s _1k s _2k s _3k

Sum

Here, s _jk = the degree of the relation between the k program and j Up,

s _jk = 2 (O when the relationship is strong)

s _jk = 1 (when the relationship is weak,?)

s _jk = 0 (when there is no relationship).

(Step 2) The weight u _jk of each program to be used in the jth Up evaluation calculation is calculated according to the following equation, and is summarized as shown in <Table 15>.

(j = 1, 2, 3; k = 1, 2, ..., K)

program Employment founded study sum On each UP side
Program weight k

Sum One One One 3 One

(3) 3Up  Calculation of score

The score of the jth Up is calculated by the following equation, and the score of each Up is listed in <Table 16>.

, (

)

j 3Up Up score z _j One Employment

2 founded

3 study

(4) using the beta distribution 3Up  Calculation of conversion score

(Step 1) Calculate each Up score z _j .

(Step 2) The α and β values are determined according to the shape of the 3Up conversion score shown to the user.

(Step 3)

Depending on the

.

(

) → (

)

(Step 4) Calculated in Step 3

And the values of α and β determined in Step 2 are used to calculate each Up conversion point Z _j according to the following equation.

(5) Expression of diagnosis result

- Absolute score by 3Up (conversion point)

FIG. 10 is a chart showing the absolute scores of 3Up in a chart format.

Referring to FIG. 10, the completion score of each program is displayed so as to have an upper limit of 100 points.

At this time, considering the relatively small number of programs to be completed by students, many 3Up conversion scores are used.

Also, compare the average score of the top 25% of 3Up among these students as excellent students.

Also, compare the average scores of the students in the same year.

Origin 3Up Student score The top 25%
Average score Average grade Employment 1.3 2.7 2.3 founded 1.2 1.8 0.8 study 3.7 2.5 1.1

The conversion score (? = 1,? = 4) 3Up Student score The top 25%
Average score Average grade Employment 70.01 95.52 91.50 founded 66.64 83.22 50.21 study 99.54 93.75 62.98

Table 17 shows the table of origin scores for core competencies, and Table 18 shows the conversion of origin scores to conversion scores (α = 1, β = 4). 11 is a chart showing Table 18 in a chart format.

- 3 points relative score (conversion point)

For each 3Up, if there is a significant deviation in the students' score, the student's relative score can be calculated for each 3Up to show the student's relative score against that grade average.

For each 3Up, the relative score of the student relative to that grade average shall be calculated proportionally with the average grade point average of that grade as 100. - Same as the above calculation of the core competency score (relative score)

12 is a chart showing 3Up (relative score) in a chart format.

Referring to FIG. 12, the relative score of the student can be more clearly determined by showing the 125% scale line of the average and the 75% scale line of the average along with the scale line of 100% of the conversion grade of 3Up.

The conversion score (? = 1,? = 4) 3Up Student score The same year
Average score Average contrast
Student relative score The same year
The average (100) The same year
The average of 125% 75% of the average grade Employment 70.01 91.50 76.52 100 125 75 founded 66.64 50.21 132.71 100 125 75 study 99.54 62.98 158.04 100 125 75

Table 19 shows conversion scores (α = 1, β = 4) calculated by 3Up relative scores, and FIG. 13 is a chart expressing Table 19 in a chart format.

The conversion score (? = 1,? = 3) 3Up Student score The same year
Average score Average contrast
Student relative score The same year
The average (100) The same year
The average of 125% 75% of the average grade Employment 59.48 84.25 10.59 100 125 75 founded 56.10 40.73 137.74 100 125 75 study 98.24 52.54 186.97 100 125 75

Table 20 shows conversion scores (α = 1, β = 3) calculated by 3Up relative scores, and FIG. 14 is a chart expressing Table 20 in a chart format.

- Interpretation and utilization of core competency results

(1) Six core competency outcomes

Each student can see his or her achievement for the six core competencies in terms of the absolute score by core competency and a relative score graph by core competency.

Absolute score is a score that is a perfect score (100 points) when all the programs of the competency are completed. Relative score means the relative score of a student when the average of the same age of the competency is 100 points.

In addition to showing all the absolute scores for the six core competencies, there is also an advantage that students can remember and manage if they show an overall competency score that oversees six competencies.

On the other hand, the competence total absolute score is not an arithmetic average of the absolute competence scores in terms of developing all competencies rather than developing a specific competency according to the concept of the six core competencies, but considering the arithmetic mean and standard deviation as follows Value. &Lt; / RTI &gt;

-

: Conversion score of core competency i

-

: Absolute score average by area =

-

: Absolute score by area Standard deviation =

-

: Absolute total score of competency =

Absolute score on competency total

) Is basically the mean absolute score (

) Reflected value of standard deviation of absolute score by area (

) Is calculated.

The subtraction value is the standard deviation (

), The more

And is adjusted by the subtraction factor k and the constant L.

The constant L is

Is the maximum value, it is reasonable to normalize the reflectance to 1, so L?

, Where the subtraction factor k determines the maximum value of the subtraction value.

Each conversion score of the six core competencies (

) Has a value between 0 and 100

The maximum value of

)silver

(0, 0, 0, 100, 100, 100) (the order is irrelevant) with the minimum value of 3 and the maximum value of 3

=

= 50, so L is set to 50.

&Lt; RTI ID = 0.0 &gt; 50 &lt; / RTI &

The value subtracted from k is determined by k. As a result of examining various cases, k value seems to be approx. 10, and in this case,

) Is as follows.

-

: Absolute score of competency total ≡

Table 21 below compares absolute total scores for several sample data. In Sample 1,

) Is the arithmetic mean

) And the difference is 10.

Samples 4 to 6 are all equal to an arithmetic average of 75, where the standard deviation (

(25.00), the difference value is 2.50 in the largest sample (25.00) and the difference value is 0.10 in the smallest sample (5.00), and the difference is not large when the standard deviation is the standard value.

Sample 1 Sample 2 Sample 3 Sample 4 Sample 5 Sample 6 Sample 7 Sample 8 Sample 9

0 0 0 50 60 70 75 75 75

0 0 100 50 60 70 75 75 100

0 0 100 50 60 70 75 75 100

100 0 100 100 90 80 100 75 100

100 0 100 100 90 80 100 75 100

100 100 100 100 90 80 100 100 100

50.00 16.67 83.33 75.00 75.00 75.00 87.50 79.17 95.83

50.00 37.27 37.27 25.00 15.00 5.00 12.50 9.32 9.32

10.00 5.56 5.56 2.50 0.90 0.10 0.63 0.35 0.35

40.00 11.11 77.78 72.50 74.10 74.90 86.88 78.82 95.49

15 is a view showing a main screen of a homepage on which information calculated through a core competency diagnosis method is displayed.

Referring to FIG. 15, the information calculated through the above-described core competency diagnosis method is displayed on the main screen of the homepage, and displays the overall scores of the logged-in students.

Considering the fact that the core competencies all students need skills is essential to achieve, it is considered necessary to achieve the target score points by absolute core competencies. If you aim to participate in half of the programs that are used to calculate scores for each competency, the target score is 75 points when α = 1 and β = 2 when calculating the conversion score according to the beta distribution. In other words, it can be aimed to get more than 75 points in each core competency item. The achievement goal for the absolute total score of competency can also be determined by the same score.

In order to increase students' interest and participation, students should be given certification when they reach the accomplishment goal score for each competency in a manner similar to the current four areas of talent certification system, achieve achievement goal for all areas, or reach the overall absolute score achievement goal If they are listed, they can be given incentives.

Depending on the student's preference and difficulty level, it may be difficult and difficult to acquire an absolute score of 75 points for each actual program. Therefore, if the data is accumulated according to the students' participation and the students are configured to control the achievement difficulty level by analyzing the competency score, it is necessary to adjust the absolute goal achievement score collectively for the total competency, The program can be solved by adding or subtracting the program.

The relative score for each core competency is corrected based on the average of the grade, so that it is easy to grasp the competence and the degree of relative superiority or sluggishness compared with the students of the same grade. In addition, since the deviation between the competencies is also corrected based on the grade average, there is an advantage that the degree of relative achievement between competencies can be grasped at a glance.

In addition, if student data are accumulated over several years and linked to graduate employment information for each competency-specific score and competency total absolute score, the average of graduates, the average of graduates, or the average of large-enterprise employees can be analyzed for each competency score . An analysis of the correlation of each competency score for a worker or a large worker can determine which competence score is highly correlated with the quality of employment or employment.

In addition, it will be possible to obtain a variety of information by comprehensively analyzing the correlation between each competency score and the credit or major credit, the correlation between credit, job or job quality, do. For example, you can get meaningful information such as "the credit score is very high for students who have worked in big companies without having high credit" or "the credit score is steadily increasing for students with high competency scores" . These results can be used to raise students' awareness of core competencies.

(2) 3up result

The 3up score is a kind of guide as to how effective it will be for students to enter into employment, start-up, or study (advancement) based on their competency after graduation through competency evaluation.

3up scores are computed numerically through the association index between each comparison and program and the 3up field, but it is difficult to assign a quantitative correlation to the core competency. It is not easy to use directly. Therefore, it is necessary to interpret the score obtained by students.

The quantitative score is quantified by quantitative score of 3up region, and grouping is done by sorting the quantitative scores and collecting the obtained types (N total of N ³ different types if grade number is N) . The score of each 3up area is judged to be three grades through comparison with grade average as follows.

   - Upper grade: more than 125% of the grade average

   - Secondary: between 75 and 125% of the grade average

   - Lower grades: Less than 75% of the grade average

A total of 27 (= 3 ³ ) types that occur according to the upper grade of each 3up area score are grouped and defined as 9 types as shown in <Table 22>.

division Employment founded study type Guide direction One 2 or more An excellent talented person Guide to making good use of the advantages 2 Prize Middle / lower Middle / lower Job-leading type Guide to helping you get the job advantage 3 Middle / lower Prize Middle / lower Leading-edge type Guide to making good use of the advantages of starting a business 4 Middle / lower Middle / lower Prize Academic lead Guide to making good use of your academic advantages 5 medium medium medium Typical Depending on the distribution of points in each field, guides 6 Ha medium medium Employment development type Guide to supplementing lack of employment 7 medium Ha medium Entrepreneurial development type Guide to complement the lack of entrepreneurship 8 medium medium Ha Academic enrichment type Guide to supplementing under-study 9 No more than two Conductive type Guides for inspiration and challenge

The grouping criterion of the type largely uses a method of taking advantages and a method of supplementing the deficiencies.

The first is to suggest that if a particular area is good or highly relevant, it may lead to good results in a challenging manner, leading to further development of the area. Especially in this case, the student's interest and willingness to the area is high.

The second is a general way to supplement the deficient areas if the desired area is not highlighted, such as when there is little interest in the lower grades or majors.

For reference, the method of extracting the qualitative information described above can be equally applied to a method of extracting qualitative information from the core capability conversion score (Y _i ) and extracting qualitative information from the quantitative score.

Figure 16 shows a model for each type of development path. In general, if there is no specific area of interest or a bubble does not appear in a specific area, such as the flow of blue arrows, If there is a high interest area of the student from the beginning, the student will concentrate on the area and draw up the qualities such as the flow of the red arrow. can do.

17 is an exemplary view showing a guide page.

Referring to FIG. 17, a guide for a leading type for making an excellent point and a guide for an enrichment type for supplementing a lack thereof include a guide for guiding a program having a high relevance to the relevant area, You can configure the page

Thus, those skilled in the art will appreciate that the present invention may be embodied in other specific forms without departing from the spirit or essential characteristics thereof. It is therefore to be understood that the embodiments described above are to be considered in all respects only as illustrative and not restrictive. The scope of the present invention is defined by the appended claims rather than the detailed description and all changes or modifications derived from the meaning and scope of the claims and their equivalents are to be construed as being included within the scope of the present invention do.

Claims (9)

In a reliable core competency diagnostic method that is calculated through personality, communication, utilization of resources / information / technology, comprehensive thinking, interpersonal relationship, and self-management items,
Determining a score (x _k ) of each program (k) the student has completed;
Determining a capacity application weight (w _ik ) between each program (k) and each core competency (i); And
Calculating a core competency score (y _i ) by assigning the competency applying weight (w _ik ) to a score (x _k ) of each program (k);
A reliable core competency diagnostic method.
k = subscript indicating the program (k = 1, 2, ..., K)
K = Number of programs provided by the school
x _k = the score of the k program
i = subscripts (i = 1, 2, 3, 4, 5, 6) indicating items of core competency
The method according to claim 1,
The score of each program (x _k ) Is determined as a constant value of any one of 0 to 5 points.
The method according to claim 1,
The step of determining the capability application weight (w _ik )
Each program (k) and each defines a correlation of the relationship (r _ik) between the core capabilities _{(i) - r ik = 2} ( when the relationship is Gangil), r _ik = 1 (when the relationship is yakil), r _ik = 0 (when there is no relationship); And
The capability application weight (w _ik )

(i = 1, 2, 3, 4, 5, 6; k = 1,
And a step of calculating the reliability of the core competency based on the evaluation result.
The method of claim 3,
The step of calculating the core competency score (y _i )

(i = 1, 2, 3, 4, 5, 6), (

)
Wherein the core competency is calculated through a plurality of tests.
The method according to claim 1,
The core competence score (y _i ) evaluated from 0 point to 5 point is calculated from the core competence conversion score (Y _i) evaluated from 0 to 100 using the probability density function of the beta distribution and the cumulative distribution function of the beta distribution, ), &Lt; / RTI &gt;
The probability density function of the beta distribution is defined as:

, here

, and if x is an integer,

Lt; / RTI &gt;
Wherein the cumulative distribution function of the beta distribution comprises:

Wherein the core competency is defined as a reliable core competency.
6. The method of claim 5,
The step of converting into the core competency conversion score (Y _i )
Determining two parameters alpha and beta values of the beta distribution;
The core competency score (y _i )

; &Lt; / RTI &gt; And

And calculating the core competency conversion score (Y _i ) by using the core competency conversion score (Y _i ).
6. The method of claim 5,
And displaying the core competency conversion score (Y _i ) as an absolute score,
The step of displaying the core competency conversion score (Y _i ) as an absolute score comprises:
A reliable core competency diagnostic method characterized by defining the average score of the top 25 percent of the students in the core competency as excellent students, and defining the average score of the students in the same grade as the mean and comparing them simultaneously.
6. The method of claim 5,
And displaying the core competency conversion score (Y _i ) as a relative score,
The relative score (YR _i ) of the core competency conversion score (Y _i )
YR _i =

m _i = i Average grade point average score of core competency
Wherein the core competency is calculated through a plurality of tests.
6. The method of claim 5,
Extracting qualitative information from the core competency conversion score (Y _i ), and extracting qualitative information from the quantitative score;
The step of extracting the qualitative information comprises:
Quantifying quantitative scores and grouping the resulting types,
Grades are divided into upper grades (over 125% of grade average), middle grades (between 75 and 125% of grade average), and lower grades (less than 75% of grade average)
A grouping criterion is a reliable core competence diagnostic method characterized by a method of taking advantages and a method of supplementing deficiencies.

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