• 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.

• English Language & Literature Teaching
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• v.10 no.2
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• pp.113-132
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• 2004

This study aims to suggest desirable directions through analyzing English test items of college entrance examinations(CEE) in Korea, China, and Japan. To achieve this, English test items of Scholastic Ability Test(SAT) in Korea were compared with those of CEE in China and Japan, and test items of TOEFL and IELTS. It was found that there were not many items for testing productive skills relatively to the tests of other countries including TOEFL and IELTS. Especially, there were integrated items for writing test in China. In case of speaking test, all the other country adopted direct ways like interview and oral test, not indirect test as in the SAT in Korea. It is suggested that there need to be included test items comprising long passages in order to measure extensive reading ability. It can be suggested that doze test be adopted for testing integrated proficiency of English.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1389-1407
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• 2013

The purpose of this study was to inquiry of perception on the characteristics of applying students for vocational education division in the CSAT(College Scholastic Ability Test) and what were characteristics of main group by industry department teachers of specialized vocational high school. Therefore, it was highly desirable that researchers to survey what were change on the characteristics of applying for vocational education division in the CSAT and what were prospect on applying group for vocational education division in the CSAT. The survey included 100 industry department teachers of specialized vocational high school on 9 regions from Korea. The analysis of survey results were by regions, industry department teacher's career of specialized vocational high school. The results were as follows. Main reasons of reducing on applying for vocational education division in the CSAT after the class of 2010 was policy of employment reinforce in specialized vocational high school by government. The next reason was increasing students who want the next stage of education not requiring results of the CSAT. Leading group of reducing on applying for the CSAT after the class of 2010 was fine grade group. Prospect on number of applying students for vocational education division in the CSAT was maintenance on the minimum number of applying students for the CSAT, after lasting of reducing state.

• Journal of Korean Society for Quality Management
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• v.50 no.2
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• pp.199-220
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• 2022

Purpose: The purpose of this study is to analyze the score data released by the Korea Institute of Curriculum and Evaluation to find out the problems with the current scoring system provided by the College Scholastic Ability Test and to suggest improvement measures to solve these problems. Methods: We calculated the descriptive statistics of the standard scores using the frequency distribution table of the standard scores and identified the characteristics of the standard scores by expressing the distribution as a graph. Also, we developed an index to evaluate whether each stanine level was stably assigned and calculated the indexes for each area/subject by using the data on the number of examinees for each level. Results: We found that the relationship of conversion from raw scores to integerized standard scores is different depending on the size of the standard deviation of the raw scores, and identified the problem that the raw score information is not fairly reflected in the calculation of the percentile and level as the two raw scores are converted to one standard score. This problem can be solved by calculating the standard score to a decimal point. Conclusion: In this study, as a way to improve the quality of the scores of the current CSAT, the standard score and percentile decimal notation, the specific regulations of the standard score and stanine level calculation method, and the expansion of the open range of the scores were suggested.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.237-247
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• 2021

The purpose of this study is to investigate the influences on the understanding and academic achievement in general chemistry according to chemical grades in high school and College Scholatic Ability Test. We investigated the difference between the completed subjects in high school and the elective subjects in the Test, degree of understanding of the general chemistry according to the subjects completed in high school, and the effects on the academic achievement of general chemistry by dint of the chemical grades in high school and the Test, etc. By the results of the student's perception survey, most of the students choose Chemistry I at the Test. It was found that the understanding of general chemistry was greatly affected by the chemical elective subjects of high school. Chemical grades in high school and the Test were found to have a significant influence on academic achievement of general chemistry.

• 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.

• Journal of the Korean Geographical Society
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• v.49 no.3
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• pp.472-487
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• 2014

This study aims to analyze the characteristics of GIS-related test items of high school Korean Geography in the 7th National Education Curriculum, and to discuss some issues and challenges. First, we developed a framework for analyzing test items based on the literature review and the content analysis on the textbooks, which categorizes test items in terms of content elements and activity elements. Then, we examined test items of nation-wide tests including CSAT(College Scholastic Ability Test) carried out 2004-2012 and analyzed the percentage of correct answers as well. According to the results, there was a significant predominance of particular test item categories, and the percentage of correct answers of GIS-related items was slightly higher than whole average but it depended on the test item categories. Finally, we discussed the implications of this analysis to the tests as well as the teaching-learning process in the classroom, and suggested improvement directions such as integration of GIS with other contents, reinforcement of the inquiry-based test items, maintaining moderate difficulty.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.745-762
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• 2015

In order to examine the change in mathematical inclinationn of middle level engineering college freshmen, we analyse the change of mathematical inclination between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In medium-sized D university, 2011 year and 2015 year engineering freshmen were taken the test for mathematical inclination, the survey for mathematical background and the recognition of college mathematics and basic mathematical ability test. The outcomes of this survey are followings: Firstly, between 2011 year and 2015 year freshmen, the mean of confidence and flexibility are same, but the 2015's mean of willpower, curiosity, value and esthetics are greater than 2011's. Secondly, in the mean of flexibility, willpower and curiosity, natural science's mean is greater than humanity's. Thirdly, the mean of mathematical inclination's factors is depend on college mathematics goal. Fourthly, there is little correlation between mathematical basic ability and mathematical inclination. Moreover for 2011 year and 2015 year freshmen, the mean of mathematical inclination's factors except value is proportional to mathematical basic ability. For the success of college mathematics in engineering college, this study suggests that high school mathematics curriculum and college scholastic ability test must contain calculus. We also suggest that college mathematics class must be focused on mathematical inclination improvement.

• Journal of the Korean Geographical Society
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• v.50 no.1
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• pp.91-103
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• 2015

The purpose of this study is to investigate if there is any regional distribution difference in the frequency of geographical location's name mentioned on the SAT Korean geography test. The reviewed items were used for geography subject test in Korean SAT exam in between 2005 and 2015. Researchers analyzed how often a location had been mentioned in the form of maps, captions, and graphs in the national college entrance exam for 11 years. The result indicated that 42% out of the 220 items were using map and about 33% of them represented a specific region. Especially, items related with climate, industries, and local area section contained a specific area information more frequently than others. Moreover, there were 76 cities mentioned in geography subject test on Korean SAT exam during 11 years and 25 places among them were referred to more than three times. The most frequently appeared city was Seoul followed by Incheon, Daegu, Busan, Gangneung, and Jeju and this result shows that there were some regional bias in geography test on the SAT Korean exam.

• School Mathematics
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• v.13 no.1
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• pp.89-105
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• 2011

To provide some suggestions on the setting of mathematics test in the College Scholastic Ability Test(CSAT), this paper analyses the result of mathematics test in the CSAT from 2005 to 2011, on which the 7th national mathematics curriculum has been applied. From the result, four suggestions are drawn out. First, the mathematics test needs to be easier to reduce the burden of test-taker. Accordingly, the number of items and their scores need to be adjusted. Second, the proportion of multiple-choice items has to be reduced whereas that of short-answer items has to be increased to enhance the function of the CSAT as a selection test. Third, the sub-item system needs to be adopted. Fourth, new item-types have to be developed.