• East Asian mathematical journal
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• 제32권4호
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• pp.501-518
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• 2016

In this paper, we analyzed the correlation among scores of the mathematics B-type grade of College Scholastic Ability Test(CSAT), scores of Mathematics Level Assessment(MLA) and written test scores of Basic Mathematics Subject(BMS) made by students. Especially, we examined the relationship between CSAT grade with results of MLA and results of BMS through survey of students who changed their grades and learned about reasons. In addition, we analyzed error types for the descriptive problem solving in BMS written tests..

• 한국과학교육학회지
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• 제16권3호
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• pp.314-328
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• 1996

This study investigated the literature about science process skills' evaluation to analyse transition of evaluation objectives before and after a Scholastic Ability Test for College Entrance. In the literature survey the researcher established a 3 dimensional science assessment framework with X axis as science concept, Y axis as science process skills and Z axis as problem context. In order to analysis and compare each items the researcher selected 210 items from the 1st to the 7th trials and 138 items from the 1st to 4th Scholastic Ability Test for College Entrance and sampled 2873 science achievement test items from 10 high schools. In accordance with this taxonomy the researcher analysed and compared science process skills item forms. The following results were drawn : The items were evenly distributed in all the four areas(Earth Science, Biology, Physics and Chemistry) of the science concept domain, but they were heavily concentrated on data analysis and drawing a conclusion in science process domain. In the domain of problem context school context was the majority. In spite of distribution like this the ratio on science process skills measurement items and science achievement test items was increased after the Scholastic Ability Test for College Entrance was given. Also the ratio on item expression type was increased. Item form was almost 5 options selection type in the national level test. Although there were 4 options selection type, 5 options selection type, short answer type, essay type in school level test, rising from 33.1% to 65.5% on 5 options selection type is exhibited. This study showed that the school level item form was better various than the nation level. This point like this is the evidence for the improvement toward the science process skills test and influenced by Scholastic Ability Test for College Entrance. The ratio on the item which joined with the 3 axes had a mean of 99.3% in nation level test and mean 44.9% in school achievement test level. But the ratio in the school achievement test level increased after the Scholastic Ability Test for College Entrance was given. In view of this study we must furthermore study the item types which can evaluate valjdately science process skill's five stage each and evaluation method by the high school students' problem solving patterns and features in scientific inquiry on all science process skills elements.

• 직업교육연구
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• 제37권4호
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• pp.1-22
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• 2018

이 연구는 2015 개정 교육과정이 고등학교 1학년에 적용됨에 따라 대학수학능력시험 직업탐구영역의 시험과목에 대한 학교 교육과정 편성과 시험과목에 대한 교사의 인식을 살펴보고 향후 수능 직업탐구영역의 발전 방안을 제시하는 것이다. 이를 위해 전국 특성과고, 마이스터고, 직업계열 일반고를 17개 시 도 지역별, 계열별로 1~2학교 선정하여 해당 고등학교에서 수능 직업탐구영역 관련 교사 한명이 답변하도록 설계하였다. 총 92개교를 대상으로 설문조사를 실시하였고, 농생명 산업 계열 4개교, 공업 계열 15개교, 상업 정보 계열 22개교, 수산 해운 계열 3개교, 가사 실업계열 14개교 등 총 58개교가 설문에 응답하여 63%의 학교가 설문에 참여하였으며, 그 결과는 다음과 같다. 첫째, 2015개정 교육과정에서 전문공통과목으로 처음 도입된 '성공적인 직업생활'은 1학년에 31개교, 53.5%로 가장 많이 편성하였고, 다음은 3학년으로 나타났다. 2009개정 교육과정 필수과목이면서 수능 직업탐구영역의 계열별 과목인 '선택과목 1'과 '선택과목 2'는 모두 1학년에 각각 32개교 55.2%와 42개교, 72.4%로 가장 많이 편성되었고, 다음은 2학년으로 나타나 전문공통과목의 편성과 차이가 있었다. 둘째, 수능 직업탐구영역 선택과목에 대한 의견으로는, 계열별 2과목인 현행 유지가 36개교로 가장 높았으며, 다음은 '성공적인 직업생활' 1과목이 12개교, '성공적인 직업생활'과 계열별 1과목을 포함하여 총 2과목이 8개교로 나타나, 교사들은 현재의 수능 직업탐구영역의 계열별 두 과목이 타당하다고 인식하였다. 셋째, 직업탐구영역의 응시자 수 변화에 대한 의견으로는 '현행 유지'가 31개교로 가장 높았고 다음은 '약간 감소'가 17개교로 나타났다. 계열별 난이도 요구 결과는 '현행 유지'가 38개교로 가장 높았으며, 난이도에 영향을 미치는 요인들의 영향 정도는 '교육부 수능 정책의 변화'가 가장 높았으며 다음은 '직업탐구영역의 응시자 수 변화'가 높게 나타났다.

• Communications for Statistical Applications and Methods
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• 제6권3호
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• pp.977-994
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• 1999

Five equating methos for elective subjects of College Scholastic Ability Test were analyzed under a common-items nonequivalent groups design using a real data set of 110 thousand examinees. Five methods were (a)two-stage linear equating (b) two-stage equi-percentile equating (c) Tucker equating (d) Frequency estimation equating and (e)Braun-Holland equating. The results indicated that Frequency estimation equating fits well and two-stage linear equating produces most different equating results from the Frequency estimation equating.

• 컴퓨터교육학회논문지
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• 제10권4호
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• pp.39-49
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• 2007

본 연구는 대학수학능력시험 직업탐구영역의 "정보기술기초" 교과의 문항 특성 및 문항 양호도 분석을 통해 양질의 문항을 개발하기 위한 분석 자료로 제시하고자 한다. 질적 연구로 내용 타당도 분석을 하였고, 양적 연구로 문항의 난이도, 변별력, 신뢰도 및 오답지 분석을 하였다. 2005년, 2006년 "정보기술기초" 교과 문항 분석결과, 교과 내용이 골고루 출제되었으나 행동영역에 대한 기준이 제고될 필요가 있었다. 또한 "정보기술기초" 교과 문항이 대학수학능력시험에 적합하도록 양질의 문항 개발이 필요하였다. 그러기 위해서는 적절한 난이도와 변별력 있는 문항 개발에 대한 연구가 필요함을 알 수 있다.

• 한국과학교육학회지
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• 제14권2호
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• pp.214-224
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• 1994

The Ministry of Education established the plan to adopt a new college enterance examination system, so called Scholastic Ability Test for college, from 1994. The National Board of Educational Evaluation had carried out 7 experimental trials for the new examination system. Eventhough, the governmental officials advertised the purpose and characteristics of the new examination system, many students and parents did not understand the essential point very well. In this study the researcher tried to analyze the 7 trial examination items and the first Scholastic Ability Test for college carried out 1993. In this study, the researcher tried to find out all the items appeared in the 7 trials. In the analysis, all the individual items from the 1st trial to the 7th trial were used. The research results showed that the items were evenly distributed in all the four areas(Physics, Chemistry, Biology and Earth Science) of science content; however, they were heavily concentrated on data or information analysis categoris in the inquiry domain. In the domain of context, laboratory context was the major item context. The scores were also analyzed. The results showed that no significant difference between male and female students. However, science track students showed higher achievement scores than the non-science track student. The examination result showed high correlation with the tests routinely have carried out in schools. The over all analysis showed the new examination system showed very different characteristics to the conventional tests. Therefore, for the student to get successful result in the Scholastic Ability Test, they should change the way of study. They should try to understand scientific concepts rather than to memorize them. They should invest their time to carry out real experiments rather than to focus on the princples and laws of science. One of the most important thing would be for the student to apply what they learned to real life situations.

• 한국수학사학회지
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• 제22권1호
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• pp.111-124
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• 2009

본 연구에서는 2012학년도 대학수학능력시험의 출제체제 개편에 맞추어 현재 시행되고 있는 대학수학능력시험에서 나타나는 문제점과 그 개선 방안에 대하여 연구하였다. 대학수학능력시험은 1994년도 시행이후 제5차, 6차, 7차 교육과정을 거치면서 교육과정이 바뀜에 따라 몇 차례 개정을 하여 현행에 이르고 있다. 2007년 2월 발표된 수학과 교육과정 개정에 의해 2009년부터 개정된 교육과정에 따라 교육이 이루어지고 2012학년도의 대학수학능력시험은 그 출제 및 응시체제가 개편되어야 한다. 지난 교육과정과 2009학년도부터 시행하게 되는 개정교육과정에 따른 대학수학능력시험 출제체제의 변천과정을 조사하고 외국의 대학입시시험의 출제 범위를 우리의 교육과정과 비교하여 현행 대학수학능력시험에서 나타나는 문제점을 개선할 수 있는 방안을 제언한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.407-421
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• 2007

The purpose of this study is to identify the item characteristics that are supposed to affect item difficulty and to estimate the regression equations for predicting item difficulty of mathematics in the College Scholastic Ability Test(CSAT). We selected six variables related to item characteristics based on learning theories: contents, cognitive domain, novelty, item type, number of concepts, and the amount of computation. With data of the CSAT mathematics test administered in 2004-2006, item difficulty was regressed on the six variables, the location of an item, and the item writer's judgment on difficulty. The novelty of an item was found to be a statistically insignificant variable in explaining item difficulty. Four regression equations with different sets of independent variables could explain $70%{\sim}80%$ of the item difficulty variance and were validated as predicting item difficulty of the mock CSAT in 2006.

• 영어어문교육
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• 제9권2호
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• pp.213-241
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• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.

• 컴퓨터교육학회논문지
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• 제9권6호
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• pp.11-18
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• 2006

본 연구는 2005년, 2006년 대학수학능력시험 직업탐구영역의 "컴퓨터 일반" 문항을 질적 연구와 양적연구로 분석하였다. 질적 연구로 내용 타당도 검사를 실시하고, 양적연구로 2-모수 문항 반응 모형에 근거한 베이지안(Bayesian) 1.0을 이용하여 문항의 난이도 및 변별도를 측정하였으며 고전검사이론 프로그램인 테스트안(Testan) 1.0을 이용하여 문항의 신뢰도 및 오답지를 분석하였다. "컴퓨터 일반" 영역의 문항들을 분석하여 문항의 질을 높이고 난이도의 정확한 예측을 하여 보다 신뢰도와 변별력 있는 문항을 개발하기 위한 자료로 제시하고자 한다.