College Scholastic Ability Test Research Articles

의사결정 나무 모형을 이용한 대학수학능력시험영어 영역 읽기 지문의 정답률 예측 요인 탐색

의사결정 나무 모형을 이용한 대학수학능력시험영어 영역 읽기 지문의 정답률 예측 요인 탐색

Vocabulary Coverage of the Basic English Vocabulary List from the Korean National Curriculum and the BNC in the College Scholastic Ability Test (CSAT)

Vocabulary Coverage of the Basic English Vocabulary List from the Korean National Curriculum and the BNC in the College Scholastic Ability Test (CSAT)

Perfectionism, test anxiety, and neuroticism determines high academic performance: a cross-sectional study

BackgroundAcademic performance is an important issue for Korean students. Various psychological factors contribute to academic performance. We aimed to evaluate the psychological factors that affect academic performance integratively.MethodsA total of 102 academic high achievers and 120 comparison participants were recruited. We evaluated psychological factors (test anxiety, perfectionism, personality traits, resilience, and self-efficacy) and measured academic performance using the College Scholastic Ability Test and the current college grade. We compared psychological factors and academic performance between the academic high achiever and comparison groups. Multiple linear regression was then conducted to identify the significant psychological factors for high academic performance. Further, we used cluster analysis to classify the comparison group by the significant psychological factors and compared them among clusters and academic high achievers to determine the psychological characteristics of academic high achievers.ResultsThe academic high achiever group showed lower test anxiety (p = .002), less neuroticism (p = .001), higher self-efficacy (p = .028), and less socially prescribed perfectionism (p < .001) than the comparison group. Multiple linear regression results (p = .020) clarified that neuroticism (p = .020), test anxiety level (p = .047), and perfectionism (p = .035) were important factors predicting better academic performance. Academic high achievers had moderate test anxiety and perfectionism levels, with the best performance on the College Scholastic Ability Test.ConclusionsNeuroticism, test anxiety levels, and perfectionism are important psychological factors for high academic performance. Interventions targeting these factors may help to improve academic accomplishments.

대학입시 공정성에 대한 미디어 담론 분석: 학생부종합전형을 중심으로

The purpose of this study was to reveal the discourses of fairness germane to the college admission systems. To do so, the study paid close attention to the comprehensive student record screening (the so-called Hakjong in Korean), a revised version of the college admissions officer system in South Korea. To analyze the varigated public opinion son fairness entwined deeply in the college admission systems, I conducted a critical discours eanalysis (CDA) of newspaper articles published in South Korea. In so doing, I illustrated three interrelated discourses: (a) the evaluations of students’ potentials, (b) the competitions for various qualifications (i.e., spec, a widely used term in South Korea) to get admissions from the highly selective colleges, and (c) the Hakjong (the comprehensive student record screening) versus the CSAT (the College Scholastic Ability Test). Furthermore, the order of discourses of fairness overarching these interrelated discourses is intimately attached to powerful ideologies (e.g., neoliberalism and meritocracy) in, but not limited to, Korean society/societies. Based upon CDA, this study articulates a crucial point: the order of discourses of fairness germane to the college admission systems serves crucial roles to (re)shape unequal relations of power that perpetuate social inequality in South Korea. This work, by doing so, offers insights to address various critical issues related to the fields of education as well as the college admission systems in South Korea.

왜 다시 EBS인가?

Due to the outbreak of COVID-19, concerns about learning loss and the soaring expenses of private education have become prominent social issues. In light of these concerns, the government is actively exploring strategies to enhance the integration of EBS lectures into the College Scholastic Ability Test(CSAT). While previous studies have primarily focused on the initial impact of the 2010 college entrance exam policy, there remains a lack of research on the dynamic effects of the policy over time. Firstly, in order to estimate the effect of EBS lectures on the reduction in private education expenses, we employ the Correlated Random Effects approach - Panel Tobit Model along with other panel data models, using data from high school students in the Seoul Education Longitudinal Study (SELS). Additionally, we evaluate the outcome of EBS lectures compared to other educational goods such as school achievement.&#x0D; The results indicate that, except for the early stages of policy implementation, EBS lectures have significantly reduced private education expenses and positively influenced academic achievement in math and English courses. However, a continuous decline in EBS lecture participation rates and the preference of top-performing students for private education seem to diminish the overall impact of the policy. Accordingly, policy responses addressing these issues should be considered to maximize the effectiveness of the EBS lecture policy.

2022 개정 수학과 교육과정 적용에 따른 대학수학능력시험 수학 영역의 변화 방향 탐색

The purpose of this study is to predict changes in the mathematics area of the College Scholastic Ability Test(CSAT) following the introduction of the 2022 revised mathematics curriculum and to seek educational implications for mathematical evaluation. To this end, the contents of the 2022 and 2023 CSAT items, where the 2015 revised mathematics curriculum was applied, were analyzed based on the 2022 revised mathematics curriculum. The results of this study are as follows. First of all, in the 2022 revised mathematics curriculum, the number of elective subjects increased significantly compared to the 2015 revised mathematics curriculum, and the content area between subjects was reorganized and the achievement standards for each content area were changed. Second, changes in curriculum terms and preferences have been confirmed to cause changes in various details, such as changes in terms available in the CSAT, as well as changes in the content area, evaluation goals, and complexity of item calculation. Third, it was confirmed that some of the CSAT items under the 2015 revised mathematics curriculum may weaken the evaluation factors or limit the evaluation of mathematical thinking of related concepts due to changes in the 2022 revised mathematics curriculum. This study is significant in that it could be useful data for the 2028 CSAT by reviewing changes in the application of the 2022 revised mathematics curriculum and presenting factors to be considered in the evaluation of high school mathematics education.

대학수학능력시험 수학 영역 표준점수 산출 방식 이해도 제고를 위한 교사 연수 자료 개발 연구

The method of calculating and providing standard scores in the mathematics area of CSAT(college scholastic ability test) has undergone various changes since 1999. Recently, the standard score calculation method in a common+elective structure has been applied since the 2022 CSAT in accordance with the purpose of integrating liberal arts and natural sciences in the 2015 revised curriculum. However, apart from the purpose of this integration, many concerns have been raised due to low understanding of the calculation method. In this study, the relationship which is the core of the standard score calculation method in the common+elective structure, between ‘average and standard deviation of the raw score of the common subject’ and ‘average and standard deviation of the adjusted score of the elective subject’ was examined. In addition, using virtual data, the standard score calculation method in the mathematics area of the 2021 and 2022 CSAT was compared. Based on this, training materials that can enhance teachers' understanding of the standard score calculation method were developed, and the effectiveness was verified by conducting training for 10 high school teachers. Finally, the importance and implications of improving teachers' understanding of the standard score calculation method were discussed.

Coh-Metrix 시스템을 활용한 고등학교 영어 모의고사 읽기 지문의 학년 간 연계성 분석

The main objective of this study was to analyze the continuity of reading passages in high school English mock College Scholastic Ability Test (CAST) exams using Coh-Metrix, a multi-level text analysis tool. To achieve this, the study constructed a corpus of reading passages from the 2022 high school English mock exams and subjected them to a broad range of Coh-Metrix measures. These measures included basic measures (the number of words, the number of sentences, average word length, average sentence length), word frequencies (word frequencies for content words), word features (imageability, concreteness, age of acquisition, familiarity), lexical diversity measures (type-token ratios for content words), personal pronouns (first person pronouns, second person pronouns, third person pronouns), connectives, readability indices (Flesch Reading Ease, Flesch-Kincaid Grade Level), syntactic complexity (noun density scores, the number of words before main verbs), coreference cohesion measures, and semantic cohesion measures. The main results revealed that the continuity of high school English mock tests was well established for average word and sentence length measures, the average number of words, word frequencies, word familiarity, second person pronouns, standard readability indices, and syntactic complexity measures. These findings have implications for the development of reading passages in high school English mock exams.

대학수학능력시험 수학 영역의 변화를 통해 살펴본 고등학교 수학 평가의 방향 탐색

This study aimed to analyze the shifts in the mathematics domains of the College Scholastic Ability Test (CSAT) since its inception in 1993, with the intent of identifying improvements for the future. The goal is to provide insights for exploring the direction of assessment in Korean high school mathematics education. To this end, we focused on the test system, content area, and behavioral area within the CSAT mathematics domains. Key findings include: first, the test structure influences the assessment factors and item types, in addition to the examination time and number of items. Second, by analyzing the content area, we established a correlation between the national curriculum and assessment area, and confirmed the importance of setting the assessment area. Third, the examination of the behavioral area tended to the item-type fixation, demonstrating the necessity of the ongoing modifications in evaluation item types. Building upon these findings, we discuss the direction of an evaluation that considers the evolving demands and shifts within mathematics education.

A communicative validation study on an English listening test in Korea

This study presents the validation process of a listening test based on a communicative language test proposed by Bachman (Fundamental considerations in language testing, 1990). It was administered to third-grade high school students by the sixteen Korean Provincial Offices of Education for Curriculum and Evaluation in September 2012 to assess their listening ability at the end of high school learning and compare it with the standard of the CSAT (College Scholastic Ability Test). The research questions were the following. First, to what extent does the test measure the listening comprehension construct? Second, what sub-skills does the test measure? Third, to what extent does the test measure communicative ability? To answer these three questions, a study was designed to examine the test’s construct validity using classical test theory (CTT). Then, an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were applied to find a model that would fit the score of 400 examinees to explain the correlation between six divisible sub-skills of English listening comprehension and twenty listening items. R-program is used as a tool to analyze the above data. The results show that this test is not discriminatory, as the purpose of a summative assessment is not to level students into different groups. With an acceptable measurement of the construct, this research concludes that the test does not have a clear division of listening sub-skills but, on the other hand, sufficiently measures communicative ability.

CEFR 기반 2015 개정 교육과정, 교과서, 수능의 일관성: 영어 읽기를 중심으로

This research investigated consistency of achievement levels stated in the 2015 revised national curriculum of English, high school English textbooks, and the Korean College Scholastic Ability Test (CSAT) according to CEFR Levels. Based on CEFR levels, this study compared levels of targeted achievement standards in the national curriculum, focusing on reading passages in High School EnglishⅡ and CSAT implemented for three consecutive years (2021-2023). Results indicated that the reading section of textbooks and CSAT included a considerable portion of passages whose text difficulty levels were higher than CEFR B2, exceeding the achievement standards required for high school graduates. These results suggest that difficulty levels in the national curriculum, textbooks, and CSAT should be adjusted according to target levels of language proficiency based on CEFR levels so that learning burden of students can be lessened and competency-based English teaching and learning finally can be performed.

Analysis of Factors Influenced by Changes in Secondary Curriculum and the SAT System on College Mathematics －Based on the case of A university

This study analyzed the correlation between a student's learning background and their academic achievement in college-level calculus. By focusing on &lt;i&gt;A&lt;/i&gt; university cases, this study seeks ways to improve the college calculus curriculum according to changes in the curriculum and the College Scholastic Ability Test (SAT) system. In particular, the academic achievement of college calculus was compared and analyzed according to whether calculus was completed in high school, or if calculus was selectively taken in the SAT. Through this study, it was confirmed that the relationship between one's academic achievement and one's learning background in college calculus differs depending on the student's basic academic ability. In other words, there was a difference in the academic achievement of college calculus according to whether students with a certain level of basic academic ability selectively took calculus in the SAT. On the other hand, it was also confirmed that there was a difference in the academic achievement of college calculus for students who lacked basic academic ability depending on whether or not they had completed calculus in high school. Therefore, universities should prepare a curriculum for college calculus according to the educational background of students by conducting a basic academic ability assessment before granting them admission in order to more accurately grasp their particular educational backgrounds.

The Testing culture and the role of private education

ABSTRACT Entrance to prestigious four-year colleges in South Korea depends heavily on secondary school curricula and scoring high enough on the university entrance exam known as the College Scholastic Ability Test (CSAT). The current national policy has elevated English to the same level of importance as math and Korean on the CSAT. Private English lessons, a part of the burgeoning shadow education, are vital to high school students seeking to obtain a high score, since students do not perceive that public school English education suffices for this immediate goal. Through an analysis of survey data gained from 420 high school students and semi-structured interviews with 15 English teachers, this study shows that Korea’s testing culture leads to the devaluing of public school teachers and curricula and does not promote competences in speaking and writing. Our analysis suggests the necessity of curriculum reform that advances the empowerment of public school English teachers while ensuring a focus on all four language competences.

2007 개정 교육과정 이후 한국의 영어교육 변화: 동아일보 기사를 중심으로

This study investigated the transition of English education after the 2007 revised curriculum in South Korea. This research focused on Dong-A Ilbo newspaper articles across three major political regimes: Presidents Lee Myung-bak, Park Geun-hye, and Moon Jae-in from March 2007 to June 2022. The research questions are 1) what are the prominent themes in English education in the three political regimes? and 2) what are the implications of these changes to the current English education in South Korea? A total of 522 newspaper articles were categorized into five major themes: 1) Experience of English education, 2) English education policy and its perception, 3) English instructors in and out of school, 4) English education curricula, and 5) English for the entrance exams in South Korea. Regarding political regimes, Lee Myung-bak administration emphasized English education by introducing English village, Jeju Global Education City, and the National English Ability Test (NEAT). Park Geun-hye administration applied criterion-referenced English test in the College Scholastic Ability Test (CSAT). Due to the COVID-19 pandemic, significant changes in English education during Moon Jae-in administration are not identified except for AI-appled online distance learning. This paper concludes with educational implications for future research.

학교급별 베트남어 능력 평가지표 및 출제지침 구축에 관한 연구

Recently the demand for learning Vietnamese is rapidly increasing for reasons such as employment and local dispatch. However, there are very limited ways to access Vietnamese language learning in Korea. Fortunately as Vietnamese was adopted for the first time in the 2015 College Scholastic Ability Test. Since then, the second foreign language curriculum revised in 2015 by the Ministry of Education has been reflected in the middle school and high school Vietnamese curriculum. Currently NIIED and the Incheon Metropolitan Office of Education etc have carried out a project to develop Vietnamese elementary middle and high school textbooks. However there are no studies on systematic evaluation criteria that can guarantee the continuity and reliability of Vietnamese education. Therefore this study aims to contribute to the completion of the curriculum of education evaluation feedback and recording by regulating the evaluation standards that can be applied in the educational field.

제20대 대통령 후보의 교육공약 및 쟁점 분석

The objective of this study is to examine the educational pledges of the 20th presidential candidates of three major parties such as Lee Jae-Myung of Minjoo Party of Korea, Yoon Suk-Yeol of People Power Party, and Sim Sang-Jung of jungui , Ahn Cheol-Soo of People’s Party, and also to analyze the meanings inherent in the pledges. This study used total four kinds of research methods such as first, the analysis on preceding researches, second, the analysis on the pledge information packages, third, the analysis on pledge brochures uploaded to the National Election Commission, and fourth, the analysis on press release. The educational pledges were analyzed by categorizing them into the college admission system, reorganization of the high school system &amp; school system, teacher policy, kindergarten policy, and abolition of the Ministry of Education. Regarding the similarities, first, it is the integration of kindergarten and daycare center that used to be divided into the Ministry of Education and the Ministry of Health and Welfare. Second, it is the expansion of basic scholastic ability and care. Third, it is the college admission system for the expansion of regular admission based on the College Scholastic Ability Test, and the securement of fairness. Regarding the differentiations, first, it is the diversity system of high school. Second, it is the expansion of internal open recruitment of principals originated from regular teachers as a teacher policy. Third, it is the abolition of the Ministry of Education. Also, the major issues were analyzed as kindergarten/elementary policies, restoration of basic scholastic ability diagnostic assessment, and college admission policies.

2015 개정 교육과정에 기반한 영어Ⅱ 교과서에 나타난 파생 접사 연구

Based on the 2015 Revised National Curriculum, 9 High School English II textbooks were screened and published. These tex tbooks complied with the Vocabulary Guide of the English Curriculum which treats a headword and all its derivational forms as belonging to a single word. This work is first concerned with whether the distribution of derivative affixes is the same across these textbooks. It was shown that the frequency of Bauer and Nation’s (1993) 6-level-word-family derivative affixes is significantly different according to the textbooks. The work then tried to define representative derivative affixes for the textbooks. Examination of the coefficient of usage of derivative affixes suggested that the following 13 suffixes are representative: -ly, -al, -ion, -er, -ation, -ity, -ment, -ive, -ful, -ent, -y, -ant and -ist. These affixes are quite similar to the representative derivative affixes for the English Section of College Scholastic Ability Test but substantially different from the ones for elementary and middle school English textbooks. The work is concluded with some implications of its findings.

An exploratory study on the potential of machine reading comprehension as an instructional scaffolding device in second language reading lessons

Machine reading comprehension (MRC) is a technology that analyzes text and answers questions about it. This study proposes an innovative approach to helping second language learners use this new technology as an instructional scaffolding device. We selected 100 reading comprehension test items of various types from the English section of the College Scholastic Ability Test in the Republic of Korea and analyzed them using Microsoft MRC. Then, we examined the extent to which MRC could help provide informative answers to questions. The results reveal that MRC could provide moderately-to-highly informative clues for the test items, although the MRC required additional questions to provide suitable answers for some test items. This ability to ask additional questions was found to be an essential component of effective MRC use. This study proposes how MRC could be used by second language learners in reading lessons and suggests directions for future research on MRC.

절대평가 실시 이후 수능 영어 영역 문항 유형별 언어적 특성 및 난이도 비교

The present study examines the different linguistic characteristics and the text difficulty of the College Scholastic Ability Test (CSAT) among English reading question types. The study first focused on comparing the linguistic features of the different question types in the CSAT English reading test. Second the study examined whether the consistency of each linguistic features was maintained over a period of five years (2017-2021). CSAT reading passages conducted from 2017 to 2021 (for 2018-2022 college entrance) were collected. The types of each question were classified into four groups (identifying the main idea, identifying the details, identifying the context and discourse, indirect writing). Corpus analysis was conducted using Coh-Metrix 3.0. The indices were selected for descriptive analysis, lexical diversity, cohesion and connectives; and syntactic complexity. A one-way ANOVA and Kruskal-Wallis H test were conducted to analyze the Coh-Metrix results.&#x0D; The result showed the statistical differences in cohesion and coherence and lexical indices among the question types. In addition, the fluctuation of the coherence and cohesion indices was evident over five years (2017-2021). The implications and limitations of the study were discussed.

2015 개정 영어과 교육과정의 성취 수준과 대학수학능력 영어 평가 수준의 일관성 문제

This paper aims to investigate the consistency between the achievement levels stated in the national curriculum of English and the national-level English test. The study first analyzed the target levels of the achievement standards and the basic word list included in the 2015 revised national curriculum according to the CEFR levels. Next, it compared them to those of the College Scholastic Ability Test (CSAT) of English that students take at the completion of public education in South Korea. The examination of the difficulty levels of the CSAT included the English reading passages from 2016 to 2019 academic years and focused on the text readability. The results indicated that the targeted achievement levels presented in the curriculum gradually increased by school levels, reaching CEFR B2 level in all language skills by completing high school education. In contrast, the English reading section of the CSAT included a significant portion of the passages whose difficulty levels were higher than CEFR B2+. The required word knowledge was also found to be about 7,000- to 8,000- word frequency levels. Based on these findings, this paper discusses factors that contribute to the lack of consistency between the national English curriculum and the test with some relevant implications.