• 한국항공운항학회지
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• 제18권1호
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• pp.83-88
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• 2010

The study is intended to help to select the pilot candidates with exceptional flight aptitude ability and to investigate the relationship between the results of the scholastic aptitude test and the flight aptitude. It is intended that the research will help to draw recommendations on the relevant fields of the scholastic aptitude test that is to be used to select the high caliber candidates with exceptional flight aptitude ability, to gauge the resulting effectiveness of its application and helping to revise the university's syllabus accordingly. From the study, korean, mathematics, english grade and the flight aptitude test results have all shown to hold mutual relationship and through simple correlation analysis, it was discovered that mathematics and English are the two factors that affect the results of the flight aptitude test, with the extent of its impact graded in descending order of English, mathematics and Korean. Lastly, the logistic regression analysis have discovered that the mathematics grade has significant effect on the classification of the flight aptitude and non aptitude category groups, and English also has significant influence close to the 0.05 p-values. It is believed that should the findings of this study be considered as part of the selection process of the university applicants of the department of aeronautical science, making discovery of candidates of higher quality is expected.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제25권4호
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• pp.629-639
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• 2011

최근 공과대학 학생들에게 대학수학의 중요성이 부각되고 있는 반면, 제7차 수학과교육과정의 인문계 수학에는 미분적분이 포함되어 있지 않고, 많은 중위권 대학의 입학전형에서 교차지원을 허용하기 때문에 공과대학 대학수학의 교수학습에서 많은 어려움이 발생한다. 본 연구에서는 중위권 공과대학 신입생들의 수학 기초학력과 대학수학능력시험수리영역 성적의 관계를 조사하여 교차지원을 허용하는 입학전형 제도의 문제점을 실증적으로 밝히는데 그 의의를 두었으며, 이를 위하여 2010학년도 A대학교 공과대학 신입생들을 대상으로 대학수학능력시험 수리영역 성적과 수학 기초학력평가 및 대학수학 교과목의 성적을 비교 분석하였다.

• Communications for Statistical Applications and Methods
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• 제7권2호
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• pp.465-473
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• 2000

There is no progress in interpreting the correlation between the high school record and the scholastic aptitude test. This study gives the degree of the linearity between the high school record and the scholastic aptitude test by using the method of the individual scholastic evaluation which was proposed by Chung(1999). The limits of the individual scholastic evaluation are pointed out additionally in inferring the promising individuals having the high scores in the scholastic aptitude test so that the individual scholastic evaluation be used as reference materials when the colleges applying the comparative school record in the entrance exams.

• 한국수학교육학회지시리즈A:수학교육
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• 제32권1호
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• pp.91-99
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• 1993

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권4호
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• pp.275-283
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• 2007

In this study, we gave 132 high school students fifteen probabilities and nine statistics problems of the Korean College Scholastic Aptitude Test and then analyzed their answer using the classical test theory and the item response theory. Using the classical test theory (the Testian 1.0) we get the item reliability ($0.730 \sim 0.765$), and using the item response theory (the Bayesian 1.0) we get the item difficulty ( $-2.32\sim0.83$ ) and discrimination ( $0.55\sim 2.71$). From results, we find out what and why students could not understand well.

• 비교문화연구
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• 제23권
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• pp.351-382
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• 2011

This paper aims to compare systems and questions between Chinese I in the Korea National Scholastic Aptitude Test(abbreviated by KNSAT) and Chinese with Listening in the SAT. In the beginning, we compared KNSAT and SAT, and then focused our attention on Chinese I in KNSAT and Chinese with Listening in SAT in terms of assessment purposes, sections, ranges, questions. Through the research, the following results were obtained: Firstly, compared KNSAT with SAT, it is found that Chinese I is less important in KNSAT than Chinese with Listening in SAT. Chinese I belongs to one of the second foreign languages section, and it is placed under common rule of its section. However, Chinese with Listening is similar to Chinese I in that it also belongs to one of the languages section, but it keeps under its control, so it has its own system e.g. purpose, range etc.. Next, compared Chinese I with Chinese with Listening, in the matter of purposes of them, Chinese I is less explicit and less concrete to explain it than Chinese with Listening, and in respect of sections of them, the sections of Chinese I are leaning more toward language materials contrary to Chinese with Listening leaning more toward language functions. And in terms of ranges of them, Chinese I is limited to Basic vocabulary and Examples of communicative function in curriculum of Chinese I, but Chinese with Listening has not any limit on the ranges of questions. Lastly, with regard to questions of them, Chinese I has more tendency toward assessing knowledge of Chinese, on the contrary, Chinese with Listening has more tendency toward assessing performance of it.

• Communications for Statistical Applications and Methods
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• 제6권2호
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• pp.635-644
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• 1999

This study aims at solving the problem in the application method of the comparative school record which is currently being discussed in depth among colleges. The application method of Kay O. Lee and Yeon Soo Cung(1997) which was appied in the 1999 Korean air force Academy Admission Process was found to be problematic in the following respects. First the setting of the standard which divides all the high schools in kora into five groups relative to their scholastic level is somewhat vague and subjective secondly the difference among those levels which resulted from the five grouping could greatly influence on the admission of the applicants and thirdly there is no standard in choosing those few promising individuals with high scholastic aptitude test results from the low level groups such as level four and five,. Therefore this study suggests and introduces a nationwide individual scholastic evaluation that would complement the limits and problems in the application method of the comparative school record.

• 응용통계연구
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• 제30권4호
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• pp.503-512
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• 2017

선다형 문제의 경우 특정 위치의 답을 선호하는 수험생의 응답경향이 시험 결과에 미치는 영향을 최소화하기 위하여 정답배열을 특정위치에 편중되지 않고 고르게 분포할 필요가 있다. 이는 정답배열이 특정 번호에 편중되어 있으면 정답을 모를 때 중앙 또는 외곽 번호에 응답경향이 있는 수험생이 추측으로 문항의 답을 맞힐 수 있으므로 시험점수가 학생의 능력을 제대로 반영하지 못하는 결과를 초래할 수 있기 때문이다. 본 논문에서는 2017학년도 대학수학능력시험의 영역별 정답배열에 대하여 Bartels rank test, Wald-Wolfowitz runs test, turning point test, Cox Stuart trend test, difference sign test, Mann-Kendall rank test 등을 실시하여 정답배열이 고르게 분포되었는지 확인하였다. 또한 정답 번호와 배점 사이에 독립성이 지켜지지 않을 경우에도 특정 번호를 정답으로 선호하는 경향을 가진 수험생의 점수는 학생의 능력을 제대로 반영하지 못할 수 있기 때문에 정답의 위치와 배점 사이의 독립성 검정을 추가로 실시하였다.

• Journal of the Korean Data and Information Science Society
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• 제23권2호
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• pp.343-351
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• 2012

본 연구는 2011학년도 A대학교 입학생 중 일반전형으로 입학하여 현재 재학 중인 학생들을 대상으로 입학전형요소가 학업성취도에 어떠한 영향을 주는지 상호관련성을 분석하였다. 학업성취도와 밀접히 연관되어 있는 전형요인을 찾아 대학의 특성에 맞는 학생 선발 정보를 제공하여 각 대학별 입시안 마련에 도움이 될 것으로 기대된다. 분석결과 성별, 모집시기별로 입학전형요소가 학업성취도에 다른 방식의 영향을 주는 특성을 관찰할 수 있었다. 여학생들이 남학생보다 학업성취도가 더 높고, 수시모집 학생들에 비해 정시모집 학생들의 학업성취도가 높게 나타났다. 성별 분석에서 남학생은 수능성적, 여학생은 학생부성적이 학업성취도에 큰 영향을 미치는 것으로 나타났으며 모집시기별 분석에서는 정시(나)는 학생부성적, 정시(다)는 수능성적이 학업성취도에 큰 영향을 미치는 것으로 나타났다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권4호
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• pp.329-333
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• 2005

Based on author's practice of instructing Chinese gifted students to join the Chinese Mathematics Olympic (CMO), the paper adopted test analysis model of the Scholastic Aptitude Test of Mathematics (SAT-M), tested mathematics ability of 212 mathematical gifted students to join the CMO, applied correlation analysis and factor analysis and proposed the mathematics ability structure in Chinese gifted students including comprehensive operation ability, logic thinking ability, abstract generalization ability, spatial imagination ability, memory ability, transfer ability and intuition thinking ability. And it analyzed the expression form of these abilities respectively and gave some suggestion on mathematics teaching about gifted Chinese students.