• 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.10 no.1
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• pp.113-127
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• 2007

This study explored the possibility of building a statistical model predicting difficulty of mathematics test items through the analysis of nation-wide scholastic ability test results for the past 5 years. Multiple linear regression analysis was conducted in predicting difficulty of mathematics test items. We adopted three major areas for independent variables: the content area, the behavior area, and the test item format area, each of which was categorized into more detailed sub-areas. For the dependent variable, the proportion of correct answer was used to represent the item difficulty. Statistically significant independent variables were included in the regression model based on the stepwise selection method. Several important factors affecting difficulty of mathematics test items for each area were identified. R-squares for the final regression model were fairly high, implying that the regression equation can be used to predict difficulty of test items at an acceptable level. Lastly, the regression model was cross-validated using independently collected data. We believe that this study will provide basic but very critical information for predicting the proportion of correct answer by showing the factors that should be considered for developing mathematics test items for the college entrance examination or high school classroom test.

• KDI Journal of Economic Policy
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• v.37 no.sup
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• pp.65-85
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• 2015

Park et al. (2012) examined the impacts of coeducation in high school on the college scholastic ability test using random assignment in Seoul high schools. However, the student random assignment in Seoul within a school district was performed only within 30 min commutable areas using public transportation and Park et al. (2012) did not aware of this rule. This paper reexamines the question by matching nearest two single sex schools with a coeducation school within a school district. We found single sex school students achieve higher test score than that of coeducation school for both male and female. The magnitude of test score improvement for female is smaller than that of Park et al. (2012). However, the magnitude for male is bigger than that of Park et al. (2012).

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.71-88
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• 2004

The purpose of this study was to examine particular variables that play a significant role in the difficulty of math test items in College Scholastic Ability Test (CSAT). The study also aimed to develop a model of measuring the item difficulty. Variables correlated to item difficulty were drawn from the review of the related literature and the analysis of the content and difficulty of the past test items of CSAT. The first instrument was designed by using the correlated variables. According to the results of correlation analysis, the second instrument was made by deleting the variables which showed relatively low correlation with item difficulty and by refining some variables. Several models were proposed by using the revised instrument. The comparison of the R square and cross validity of each model reveals that integrated regression model was the most stable and accurate among the proposed models. The study also showed that statistically significant predictors were choice format, content domain, behavior domain, and the degree of item familiarity in the order of proportion of variance accounted by the predictors. Despite the limited scope of the present research, it can be suggested that its findings provide useful insights into predicting math test item difficulty.

• The Korean Journal of Applied Statistics
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• v.30 no.4
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• pp.503-512
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• 2017

In test with multiple choices, it is necessary to have the position of correct answers of each question spreaded evenly over all the questions in order to minimize the influence of answering tendency of test takers with preference to specific position of multiple choices. The scores of tests with correct answers in specific positions would not reflect exactly the academic aptitude of examinees who do not know correct answers but have the biased answering tendency. In this paper, we have randomness test for the positioning of correct answers at the 2017 College Scholastic Ability Test (CSAT) using Bartels rank test, the Wald-Wolfowitz runs test, the turning point test, the Cox Stuart trend test, the difference sign test and the Mann-Kendall tank test, etc. We also do independence test between the location of correct answer and the allocation of score in each question, for it may result in overestimating the test-taker with specific position preference in marking correct answers.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.137-158
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• 2023

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.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.233-256
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• 2023

This study conducted foundational research to derive ways to use ChatGPT in mathematics education by analyzing ChatGPT's responses to questions from the National Assessment of Educational Achievement (NAEA) and the College Scholastic Ability Test (CSAT). ChatGPT, a generative artificial intelligence model, has gained attention in various fields, and there is a growing demand for its use in education as the number of users rapidly increases. To the best of our knowledge, there are very few reported cases of educational studies utilizing ChatGPT. In this study, we analyzed ChatGPT 3.5 responses to questions from the three-year National Assessment of Educational Achievement and the College Scholastic Ability Test, categorizing them based on the percentage of correct answers, the accuracy of the solution process, and types of errors. The correct answer rates for ChatGPT in the National Assessment of Educational Achievement and the College Scholastic Ability Test questions were 37.1% and 15.97%, respectively. The accuracy of ChatGPT's solution process was calculated as 3.44 for the National Assessment of Educational Achievement and 2.49 for the College Scholastic Ability Test. Errors in solving math problems with ChatGPT were classified into procedural and functional errors. Procedural errors referred to mistakes in connecting expressions to the next step or in calculations, while functional errors were related to how ChatGPT recognized, judged, and outputted text. This analysis suggests that relying solely on the percentage of correct answers should not be the criterion for assessing ChatGPT's mathematical performance, but rather a combination of the accuracy of the solution process and types of errors should be considered.

• Korean Journal of Mathematics
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• v.23 no.4
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• pp.643-654
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• 2015

This study analyses the cross-application system, one of the diversified college admission processes, based on the entrance examination system by the reorganization of the education curriculum. In addition, this study suggests an improvement direction of mathematics education for students who cross-apply by comparing and analysing academic results in Calculus for those students entering universities through the cross-application system.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.513-532
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• 2015

In order to suggest desirable management of college mathematics for freshmen in middle level engineering college, we analyse the change of mathematics recognition 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 A university, 2011 year and 2015 year engineering freshmen were taken basic mathematical ability test and given the survey for the recognition of mathematics and college mathematics. Research results are as follows: First of all, middle level engineering freshmen were poor at basic mathematical ability. The change of mathematics recognition appeared in the level of mathematics ability and the effort for college mathematics class. Moreover middle level engineering freshmen recognize college mathematics as a basic subject for engineering and hope teacher-directed learning in college mathematics class. For the success of college mathematics in engineering college, this study suggests basic mathematical ability test and the survey for the recognition of mathematics and college mathematics. We also suggest that college mathematics class must be focused on basic mathematical ability improvement and self-directed learning.

• 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.