• Title, Summary, Keyword: 대학수학능력시험

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On the Mathematics Amended Curriculum and College Scholastic Ability Test(CSAT) (수학과 개정교육과정과 대학수학능력시험 체제 개편에 관한 고찰)

  • Lee, Jin-Ho
    • Journal for History of Mathematics
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    • v.22 no.1
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    • pp.111-124
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    • 2009
  • In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

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A Study on the Chinese National University Entrance Examination in Mathematics (중국의 대학입학 수학 시험 분석 연구)

  • Nam, Jin-Young;Joung, Youn-Joon
    • School Mathematics
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    • v.13 no.1
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    • pp.1-17
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    • 2011
  • This study investigated the Chinese national university entrance examination (Gaokao) in mathematics administered in 2009 and 2010 to draw out some implications on the College Scholastic Ability Test (CSAT) in mathematics of Korea. To evaluate the attainments of basic mathematical skills and multilateral abilities required for further studies in university, the Gaokao mathematics is set in two forms(Art/Science), based on the Chinese national mathematics curriculum. The types of items in the Gaokao mathematics are multiple-choice, single-answer, and write-out-answer. The mathematical abilities that the Gaokao mathematics evaluates are mathematical reasoning, operation, geometrical imagination, application, and creativity. As a result, some implications on the Korean CSAT are drawn out in terms of the level of difficulty, the types of items, the arrangements, and the scores of items.

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Korea-U.S. Cross-National Comparison Study on Mathematics College Entrance Exams : the 7~th Pilot Test and the S.A.T. (한미 대학 입학 시험(수학)의 비교 연구 : 7차 실험 평가와 S.A.T.를 중심으로)

  • Kwon Oh Nam
    • The Mathematical Education
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    • v.32 no.3
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    • pp.244-255
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    • 1993
  • 본 연구를 수행하게된 동기는 1994년부터 미국에서 S.A.T.를 개정하고, 한국에서는 대학 수학 능력 시험 제도라는 새로운 제도가 도입되는 것에 있다. 대학 학업 적성 평가 제도로서 미국의 S.A.T. 제도에 대한 유효성이 많은 학자들에 의해서 연구되고 있다. 대학 수학 능력 시험과 S.A.T.는 각각 한국과 미국의 대학에서 학업 적성을 측정한다는 면에서 그 목적이 같다. 한국의 대학 수학 능력 시험의 유효성을 연구하기에는 아직 실시되지 않았으므로 너무 이르다고 본다. 대학 수학 능력 시험 제도 확립이 실험 평가에 근거하기 때문에 대학 수학 능력 시험 실험 평가와 S.A.T.를 비교 연구하는 것은 의미가 있다고 본다. 따라서 본 논문에서는 한국의 대학 수학 능력 시험 실험 평가(수리)와 미국의 S.AT.(수학)와의 상관 관계를 연구한다. 본 연구의 조사 대상으로 선발된 집단으로서 광주시의 3개교 6학급의 고등학교 3학년 283명이 참가하였다. 본 논문에서 다음과 같은 문제가 연구되었다. 1. 7차 실험 평가(수리)와 S.A.T.(수학)의 평균 점수에 대한 남녀 차이의 통계학적 유의성 (statistical significance). 2. 7차 실험 평가(수리)와 S.A.T.(수학)의 평균 점수에 대한 자연계 인문계 차이의 통계학적 유의성 (statistical significance). 3. 한국의 대학 수학 능력 시험 실험 평가(수리)와 미국의 S.A.T.(수학)의 상관 관계.

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A study on the Content Domains of the College Scholastic Ability Test Mathematics (대학수학능력시험 수학 영역의 내용 영역에 대한 고찰)

  • Cho, Seongmin;Kim, Jaehong;Choi, Jiseon;Choi, Inseon
    • Communications of Mathematical Education
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    • v.28 no.2
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    • pp.195-217
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    • 2014
  • The College Scholastic Ability Test(CSAT) is the Korean national university examination based on the national curriculum. The CSAT is a high-stakes test because of powerful social forces which the college admission system has in Korea. This examination has changed many times through not only the national curriculum revision but also various external factors including the normalization of public education, mitigating the burden of students, etc. This study analysis the changes of assessment contents of the Mathematics of the CSAT due to the national curriculum revision. Additionally, this study analysis the mathematics content domains of the college entrance examinations in some foreign countries. Based on the result of this analysis, this study will derive implications for improvement directions of the Mathematics of the CSAT.

A Study on KSAT for Assessing Statistical Literacy by a Comparative Analysis with SAT (대학수학능력시험에서 통계적 소양 평가의 가능성 모색 - SAT 통계 문항과의 비교를 중심으로)

  • Lee, Jeong-Moo;You, Jin Su;Lee, Jeong Ah;Lee, Kyeong-Hwa
    • Journal of Educational Research in Mathematics
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    • v.26 no.3
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    • pp.527-542
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    • 2016
  • In the mathematics curriculum that was revised in 2009, statistical literacy is explicitly addressed as a goal and specific objectives are included. However, statistical literacy has not been addressed in the studies on KSAT. This study aimed to draw implications on how to improve KSAT in a sense that statistical literacy could be evaluated instead of testing typical facts or skills by comparing KSAT with SAT. We used mathematical problem solving process and category of context of PISA framework (OECD, 2013) to administer the comparison of KSAT and SAT. Result shows that both KSAT and SAT use various context, but items in KSAT is limited in assessing critical understanding. We suggested several ways to develop context-based items for KSAT in which statistical literacy could be assessed.

History of the College Scholastic Ability Test in Mathematics Section (대학수학능력시험 수학(수리) 영역 변천사)

  • Jeon, Young Ju
    • Journal for History of Mathematics
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    • v.26 no.2_3
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    • pp.177-195
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    • 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.

A Study on the relation between Mathematical Scholastic Ability and Scholastic Aptitude Test (수학 기초학력과 대학수학능력시험 수리영역 성적의 관계 연구)

  • Lee, Jung-Rye;Lee, Gyeoung-Hee
    • Communications of Mathematical Education
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    • v.25 no.4
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    • pp.629-639
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    • 2011
  • Currently science and technology are changing so fast and college mathematics becomes more and more important. But the downturn of freshmen's scholastic performance has been intensified and this phenomenon leads to serious problems in managing college curriculums. During the recent years at a middle level engineering college, many freshmen had a lot of difficulties in their mathematics courses. In consequence, many of them had hard time to survive at their major curriculums. In this point of view, we analyse the situation of mathematical scholastic ability among engineering majored freshmen through the research on the actual state of mathematical background, mathematical scholastic ability test, college mathematics scores, and scholastic aptitude test scores. We study the relation between the mathematics score of scholastic aptitude test for the college entrance and mathematical scholastic ability of freshmen of a middle level engineering college. From this study we conclude that the essential reasons for the above situations are the curriculum of middle school mathematics and the system of scholastic aptitude test and the entrance examination of university. In order for improving mathematical accomplishment. we give suggestions such as a learning ability improvement program in mathematics.

Direction of Revision of College Scholastic Ability Test Through Literature Review (문헌분석을 통한 대학수학능력시험 수리영역의 개정 방향 탐색)

  • Ko, Ho-Kyoung
    • Journal of the Korean School Mathematics Society
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    • v.11 no.3
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    • pp.467-481
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    • 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.

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A Study on Mathematics Exams for University Entrance in USA, UK, Australia, Singapore, and Japan (대학입학 수학 시험 국제 비교 분석 - 미국, 영국, 호주, 싱가포르, 일본 -)

  • Nam, Jin Young;Tak, Byungjoo
    • Journal of Educational Research in Mathematics
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    • v.26 no.2
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    • pp.287-307
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    • 2016
  • In this study, mathematics exams for university entrance in the USA, the UK, Australia, Singapore, and Japan are investigated. We look into SAT, ACT and AP-course in the USA, GCE A-level test in the UK and Singapore, VCE in Australia, and UECE (University Entrance Center Exam) and individual university's admission tests in Japan. Those exams are analyzed in terms of exam system, mathematical contents, types of items, and testing time. Based on the result five issues on university entrance exam system in Korea are drawn out: types of tests, mathematical contents, item types, sub-items, and opening tests results to the public.

대학수학능력시험의 확률영역에 관한 문항반응 분석

  • Lee, Gang-Seop;Kim, Jong-Gyu
    • Communications of Mathematical Education
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    • v.18 no.2
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    • pp.239-250
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    • 2004
  • 수학적 힘의 함양과 문제해결력의 신장을 위한 수학교육에서 확률영역은 중요한 학습소재임에도 불구하고, 확률영역은 어려운 것으로 고착되었다. 이 연구에서는 학생들이 확률영역의 어떤 부분을 어려워하고 이해하기 힘들어하는지를 구체적 문항분석을 통하여 알아봄으로서 교수-학습의 기초자료를 제공하고자한다. 이를 위하여, 지난 10년간 출제되었던 대학수학능력시험의 확률영역 16문항을 고등학교 학생 220명에게 실시하고, 고전검사이론과 문항반응이론울 적용하여 그 결과를 분석하였다. 고전검사이론에서는 신뢰도와 변별도를 측정하였고, 문항반응이론에서는 Rasch 1-모수 문항반응모형에 근거한 BIGSTEP을 사용하여 내적타당도와 난이도를 측정하였다.

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