• Journal for History of Mathematics
• /
• v.26 no.2_3
• /
• pp.177-195
• /
• 2013

This study is the analysis of the concepts and the characteristics of the mathematics section of the College Scholastic Ability Test. The study starts with division of the history of the College Scholastic Ability Test into four periods. These are Introduction Period(school year 1994-1996), Adjustment Period(school year 1997-2004), Development Period(school year 2005-2011) and Conversion Period(up to present since school year 2012). The periodical division of the Mathematics section is considered as identical with that of the College Scholastic Ability Test. So we investigate the characteristics of the Mathematics section through the periodical classification. This study also proposes some tasks for the future Mathematics section of the College Scholastic Ability Test.

• Journal of the Korean School Mathematics Society
• /
• v.11 no.3
• /
• pp.467-481
• /
• 2008

This paper analysed a bulk of theses performed in various perspectives relating to College Scholastic Ability Test since 1994. Further this searched suggestions of revisions of systems about College Scholastic Ability Test along with the revised curriculum throngh this analysis of previous studies, which were categorized into 'correspondence between goal and characteristics', 'impact on education', and 'impact on society'. According to previous studies, they treat crossing application, advantage & disadvantage among optional subjects, difference in subject and content between natural science and cultural science, subjects that have to be included into College Scholastic Ability Test. This research suggests some elements and basic & fundamental information which need to be considered in the process of revising in problem making system of College Scholastic Ability Test.

• The Mathematical Education
• /
• v.46 no.4
• /
• pp.407-421
• /
• 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.

• School Mathematics
• /
• v.18 no.1
• /
• pp.15-42
• /
• 2016

Clarifying differences of scholastic characteristics showed in male and female students is the first step for resolving the differences. It is difficult that we figure out them by one test. If we evaluate a few subjects, they can't have generality. So, we must evaluate lots of subjects through several years by all-around contents. We keep going on like that, we can get objective and valid results. Accordingly, I dealt with 2010~2014 NAEA taken by complete enumeration evaluation for elementary, middle, and high school students. From the evaluation, while I organized the achievement scores and the average of percentage of correct answers from aspects of whole test, item types, and content domains, I elicited from differences of scholastic characteristics showed in male and female students by achievement levels. On the basis of these, I explored ways which can resolve the differences in male and female students and I proposed several suggestions to look for the better ways.

• Research in Mathematical Education
• /
• v.11 no.4
• /
• pp.275-283
• /
• 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.

• The Mathematical Education
• /
• v.57 no.2
• /
• pp.111-136
• /
• 2018

This study suggests a framework for analyzing items based on the characteristics, and shows the relationship among the characteristics, difficulty, percentage of correct answers, academic achievement and the actual mathematical problem solving competency. Three mathematics educators' classification of 30 items of Mathematics 'Ga' type, on 2017 College Scholastic Ability Test, and the responses given by 148 high school students on the survey examining mathematical problem solving competency were statistically analyzed. The results show that there are only few items satisfying the characteristics for mathematical problem solving competency, and students feel ill-defined and non-routine items difficult, but in actual percentage of correct answers, routineness alone has an effect. For the items satisfying the characteristics, low-achieving group has difficulty in understanding problem, and low and intermediate-achieving group have difficulty in mathematical modelling. The findings can suggest criteria for mathematics teachers to use when developing mathematics questions evaluating problem solving competency.

• Journal of Educational Research in Mathematics
• /
• v.27 no.4
• /
• pp.679-700
• /
• 2017

In this study, revisions of university entrance exams of mathematics in the UK, Australia and Japan are investigated. In the UK, A-level mathematics are revised to harmonize pure and applied mathematics so that the subjects and contents of each test are adjusted, and new types of items are announced. NSW university entrance exams in Australia are being revised in line with the Stronger Higher School Certificate policy, which basically reinforces mathematics. In Japan, as part of the educational reforms that link high schools and universities, current exams of National Center for University Entrance Examinations are abolished and Common Test for University Entrance is introduced. Mathematics of new test emphasizes comprehension, judgement and expression with new items and short-answer questions. Based on the case of the UK, Australia and Japan, this study discussed improvement of mathematics test in the Collage Scholastic Ability Test (CSAT) Korea in terms of objects and characteristics of test, systems and types of items. and support from academia.

• Journal of the Korean School Mathematics Society
• /
• v.2 no.1
• /
• pp.145-156
• /
• 1999

The purpose of this study is to consider students′ scholastic relationship in mathematics between elementary school and middle school from the 3rd grade in elementary school to the 2nd and the 3rd grades in middle school. The following are the results: 1. CONCLUSIONS 1. Students′ present scores are most closely related to those of their previous grade. The data are based on the two groups of the 3rd grade middle school students - one is honhappan(mixed students from different elementary school) and the other shinaepan(the students from the same elementary school in kong ju city). This close relation between present and previous scores in mathematics may well be reasonable since mathematics is systemized hierarchically. Among the score data in elementary school, the scores in the 5th grade are meaningfully related to present score data in mathematics. 2. Two pans (as I mentioned above, honhap and shinae) are divided into groups and their scores are traced from the 3rd grade in elementary school and the data show that the high-levelled students have little changes in their scores, but low-levelled students have dropped radically in their scores from the first grade in middle school. 3. In terms of students′ interests, students who answered, "I′m very interested in mathematics." have no distinguished characteristics in their scores while those who answered, "I have little interest in mathematics" shows a decrease in their scores. 4. Among the reasons for their lack of interests, the replies are "because of exams," "because of teaching methods," and "because of the textbooks." II. Suggestion To compensate the limitation and difficiency of this study, the foll owing is suggested for the following studies related to this one. 1. This study was limited to gathering students′ score data from female students in a small city. For a more accurate statistic a bigger population is needed as well as varied geographical and social economical area is suggested. A good idea is to study homogeneous sex groups as well as heterogeneous sex groups 2. It is easy to find out what grade is closely related to the present scores by statistical analysis, but the reasons for their relationship have to be found out through the following studies 3. There are many studies on cognitive domain in math but it is expected to have more studies on affective domain as well.

• Journal of Gifted/Talented Education
• /
• v.25 no.1
• /
• pp.119-138
• /
• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.

• School Mathematics
• /
• v.13 no.2
• /
• pp.307-321
• /
• 2011

Recognizing the importance of affective factors in mathematical learning and achievement, international comparative assessment as PISA and TIMSS survey affective achievement as well as scholastic achievement. On the affective survey those items of PISA are categorized by 5 factors ; interest of mathematics, instrumental motivation, Mathematics self-efficacy, mathematics anxiety, mathematics self-concept) and those of TIMSS are categorized by 3 factors; Positive affect toward mathematics (PATM), Students' Self-Confidence in Learning Mathematics(SCM), and Students' Valuing Mathematics(SVM). In this study we carried out Exploratory Factor Analysis, Confirmatory Factor Analysis and Measurement Equivalence/Invariance to find whether the constructs are well defined and divided. As a result of our analysis, some factors were overlapped in PISA whereas the items of TIMSS were categorized as intended in TIMSS study. Based on these results, it is confirmed that the questionnaire items need to be developed to understand our students affective characteristics. Also, how questionnaire of large-scaled international assessment can give implication to the development of the questionnaire of Korean specific.