• Journal of the Korean School Mathematics Society
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• v.20 no.1
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• pp.1-18
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• 2017

Most enrolled students arranging for the College Scholastic Ability Test(CSAT) prepare it through two types of mock tests during the year of the third grade. One type is Nationwide Coalition Scholastic Ability Evaluation(NCSAE) conducted four times by the city and provincial office of education, the other type is the CSAT June and September Mock Test administered by the Korea Institute of Curriculum and Evaluation(KICE). However, these two types of tests are highly heterogeneous evaluations with many similarities. In this study, based on the analysis results of 2016 NCSAE grading statistics published by Seoul, Incheon and Gyeonggi provincial office of education and those of 2017 CSAT June and September Mock Test released by KICE, we analyzed the heterogeneity between two types of mock tests focused on the difficulty level. Based on this analysis, we examined mathematics section scores of 2016 NCSAE(March, April, July, October) and 2017 CSAT June and September Mock Test of 161 students in two high schools in Seoul and investigated the change of enrolled students grades according to the change of the test group. Through this, we sought to draw implications for the educational policy that should be accompanied necessarily in order to improve the item building system of the NCSAE.

• 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.17 no.12
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• pp.378-385
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• 2017

The aim of this study was to analyze cohesion and word information among different types of questions in the English reading section of the College Scholastic Ability Tests (CSAT). The types of questions were divided into three categories: macro reading, micro reading, and indirect writing. Reading texts from 1994 to 2017 CSAT were analyzed by Coh-Metrix, an automated evaluation program of text and discourse. The findings of this study indicated that there were statistical differences among the three categories of questions for noun overlap, stem overlap, adversative and contrastive connective, additive connective, pronoun incidence, age of acquisition, concreteness for content word, imagability, and meaningfulness. The information of the findings bore pedagogic implications for developing textbooks, questions for CSAT, and reading strategies by students.

• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.195-212
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• 2017

This study analyzed on the content validity of the Korean geography subject evaluation questions on the College Scholastic Ability Test(CSAT) from 2014 to 2016 regarding the national curriculum achievement standards. The main results are as follows. First, from 'the knowledge dimension' aspect, both the achievement standard and the CSAT questions showed the highest ratio of 'factual knowledge'. Second, from 'the cognitive process dimension' aspect, the percentage of 'understand' was the highest in the achievement standard, whereas in the CSAT questions, the ratio of 'analyze' and complex type of 'analyze' and 'understand' was the highest. Third, in the result of the analysis of the content validity of the Korean geography CSAT questions through proportion test, all of the analysis targets showed 'a little low'. Finally, the content validity analysis showed that there was a significant difference between the main types of the achievement standards and the CSAT questions in the 'Geomorphological Environment and Ecosystem part' and 'Space of Production and Consumption part' from the cognitive process aspect, which showed relatively low content validity compared to other areas. The results of this study suggest that the achievement standards should be reflected on the Korean geography CSAT questions and it should not be focused on evaluating the learner's analysing ability.