• Environmental engineer
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• v.22 s.232
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• pp.8-8
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• 2005

• KDI Journal of Economic Policy
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• v.37 no.sup
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• pp.65-85
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• 2015

Park et al. (2012) examined the impacts of coeducation in high school on the college scholastic ability test using random assignment in Seoul high schools. However, the student random assignment in Seoul within a school district was performed only within 30 min commutable areas using public transportation and Park et al. (2012) did not aware of this rule. This paper reexamines the question by matching nearest two single sex schools with a coeducation school within a school district. We found single sex school students achieve higher test score than that of coeducation school for both male and female. The magnitude of test score improvement for female is smaller than that of Park et al. (2012). However, the magnitude for male is bigger than that of Park et al. (2012).

• The Korean Journal of Applied Statistics
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• v.32 no.3
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• pp.423-434
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• 2019

An important issues in Korea society in 2018 was the revision of the university entrance examination system. Among the discussions, in order to grasp what the issue of admission officer system is, attention was focused on the function of media such as monitoring and criticism as well as the tried topic analysis of related news articles. As a result, the reorganization of the College Scholastic Ability Test (CSAT) was derived and showed the sensitivity of Korean society towards the CSAT. Topics directly related to the admission officer system were the selection factor and fairness of the university entrance examination system in relation to the selection factor.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.679-687
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• 2020

The present study aims to investigate lexical coverage of BNC (British National Corpus) word lists and 2015 Basic Vocabulary of Ministry of Education in 2020 EBS-linked textbooks and CSAT. For the data analysis, AntWordProfiler was used to find lexical coverage and frequency. The findings showed that Students can understand 95% of the tokens with a vocabulary of BNC 3,000 and 4,000 word-families in 2020 EBS-linked listening and reading books respectively. 98% can be understood with 4,000 word-families in the EBS-linked listening book while the same lexical coverage can be covered with 8,000 word-families in the EBS-linked reading textbook. By the way, 95% of the tokens can be understood with 2,000 and 4,000 word-families in 2020 CSAT listening and reading tests respectively, while 98% requires 4,000 and 7,000 word-families in the 2020 listening and reading tests respectively. In summary, students should understand more words in 2020 EBS-linked textbooks than in 2020 CSAT tests confirming Kim's (2016) findings. In summary, students should understand more words in 2020 EBS-linked textbooks than in 2020 CSAT tests.

• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.39-47
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• 2007

This study aims at an objective analysis of the EBS lecture program for the national scholastic achievement examination (NSAE) that started from April 1, 2004. To this end, it obtained and analyzed related data which are archived in the EBS NSAE lecture system under the assistance from EBS. More specifically, it analyzed the practices of lecturer placement and student members. Also, the practices of use of lectures were analyzed by years, and the economical value from the use of the EBS NSAE lecture program was estimated through the comparison with the level of tuitions for private online institutes. In addition, this study diagnosed the properness in counselor placement through an analysis of the use of the web forum, and analyzed the practices of the nonsul (essay-type examination) program in order to identify the coping strategies of EBS with regard to the introduction of a new system for 2008 university entrance system. As a result of the analysis, this study presents various ways to improve the EBS NSAE lecture program.

• 대학교육
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• s.76
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• pp.64-74
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• 1995

최근 새로운 교육개혁안이 확정 발표되면서부터 새삼 대입전형의 준거로 대학수학능력시험의 비중이 증대되고 있다. 우리의 수능시험과 유사한 SAT나 ACT는 미국의 각 대학에서 신입생 선발을 할 때, 중요한 전형자료의 하나로 사용하는 검사이다. 이 두 검사는 대등한 정도로 널리 이용되고 있으나 그 교육철학적인 배경은 상이하며, 또 후자는 우리에게 별로 알려져 있지 못한 실정이다. 따라서 여기에서는 ACT의 평가내용, 검사개발과정, 결과활용 등을 소개하고 우리의 대학수학능력시험과 관련하여 그 시사점을 논의하였다.

• Korean Management Science Review
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• v.28 no.1
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• pp.141-158
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• 2011

This study concerns with an applicability of the management science approach to the score adjustment among the College Scholastic Aptitude Test(CSAT) optional subjects. A linear programming model is developed to minimize the sum of score distortions between optional subjects. Based on the analysis of the 377,089 CSAT(2010) applicants' performances in social science test section, this study proposes a new approach for the score equating or linking method of the educational measurement theory. This study makes up for the weak points in the previous linear programming model. First, the model utilize the standard score which we can get. Second, the model includes a goal programming concept which minimizes the gap between the adjusting goal and the result of the adjustment. Third, the objective function of the linear programing is the weighted sum of the score distortion and the number of applicants. Fourth, the model is applied to the score adjustment problem for the whole 11 optional subjects of the social science test section. The suggested linear programming model is a generalization of the multi-tests linking problem. So, the approach is consistent with the measurement theory for the two tests and can be applied to the optional three or more tests which do not have a common anchor test or a common anchor group. The college admission decision with CSAT score can be improved by using the suggested linear programming model.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.452-471
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• 2010

As the Korean College scholastic Ability Test (CSAT) has been implemented for 17 years since 1994, it is becoming more and more difficult to make new items that haven't been previously used to measure students' thinking ability. Therefore, it is necessary to keep conducting research on making new test items that can measure students' scholastic ability reliably. For this reason, multiple choice items on the Japanese university entrance exam, which is a Japanese National Center Test for University Admissions (NCTUA) equivalent of CSAT, were analyzed in order to draw implications for CSAT item development. In this study, we analyzed the Japanese NCTUA administered in January 2009 to investigate the structure of its science test. We also analyzed the NCTUA items by the domains of contents and behaviors, and tried to predict item difficulty from the perspective of Korean applicants. Major findings are as follows: Most NCTUA items measure understanding knowledge or low level thinking ability. Also the alloted time for each item is longer than CSAT. The number of test items, and the number of choice and alloted points for each item are diverse, unlike CSAT. The number of items using real-life materials are much more, but the items are not rigorous in sentence expression compared to CSAT. And the difference of difficulty level among science tests were larger with reference to CSAT. Also science score is required for most applicants regardless whether they are taking liberal arts or going onto the science track.

• Journal of the Korean School Mathematics Society
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• v.18 no.2
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• pp.169-186
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• 2015

According to changes of college admission policies and the first application for 2009 revised mathematics curriculum, we should redefine characterization of mathematics section in 2017 College Scholastic Ability Test(CSAT) and prepare a plan on details of making questions related to it. Specially, we need to reflect the voices of the school site in order to determine the method of making CSAT questions which is consistent with the intent of it and contributes to the normal operation of high school curriculum. In this study, we polled out 312 schools among 2,338 high schools nationwide and math teachers of the schools were been chosen were surveyed. The sampling method used a proportionate stratified sampling by the department of education. Analyzing the results of the survey, We redefined characterizations and roles of mathematics section in 2017 CSAT and suggested the details including questions distribution according to optional object of 2017 CSAT mathematics section.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.107-118
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• 2021

One of the debates regarding the college admission systems is about which admissions screening works as a mechanism for social mobility, between early and regular admissions. This study attempted to contribute to related discussions by analyzing the income level of college admissions students according to the admissions screening (early vs. regular admissions) using data from the third year survey of the Korean Education & Employment Panel II (KEEP II). Analyzing the dataset, we found that parental income was almost the same between students admitted from early and regular admissions. To be specific, average monthly parental income was 586.4 million Korean Won for students admitted from early admission while it was 585.4 million Korean Won for those admitted from regular admission, which means that the difference between the two was neither practically nor statistically significant. Applying the chi-square test, we tested whether the relationship between parental income and types of college admissions and found no statistical significance. Finally, categorizing colleges where students are admitted by ranking, we compared parental incomes among students. We found that parental income was higher for top-ranked universities, and that parental income was higher for students admitted from early admission. We concluded that early admission can possibly be an admission system for "well-offs" between the two, and that early admission may not be working as a pathway to facilitate social mobility compared to the regular admissions.