• Title, Summary, Keyword: 대학수학능력시험

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Teaching method for general mathematics subjects using the correlation analysis between the mathematics basic education evaluations (수학 기초학력 평가들 간의 상관관계 분석을 통한 교양수학 교과목 학습지도 방안)

  • Lim, Yeon-Hui;Pyo, Yong-Soo
    • Journal of the Korean School Mathematics Society
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    • v.18 no.3
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    • pp.335-352
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    • 2015
  • In this paper, we selected 145 students from engineering college students who took P University's the Scholastic Level Assessment and registered the Basic Mathematics Class among the students who achieved 4th~7th grade in the mathematics B-type of the College Scholastic Ability Test. We compared and analyzed the correlation among the chosen students' grade for the College Scholastic Ability Test, test results of the Scholastic Level Assessment and mid-term test of the Basic Mathematics Subject, type of college entrance and actual condition survey of students in order to derive optimized teaching method for general mathematics subjects which can possibly increase the students' academic ability.

2005학년도 대학수학능력시험 '수리영역 가형'에 대한 문항분석

  • Lee, Gang-Seop;Kim, Jong-Gyu
    • Communications of Mathematical Education
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    • v.19 no.1
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    • pp.321-323
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    • 2005
  • 본 연구에서는 2004년 11월에 시행된 '2005학년도 대학수학능력시험 수리영역 가형' 의 문항을 분석하였다. 즉, 2-모수 문항 반응 모형에 근거한 베이지안(Bayesian) 1.0을 이용하여 문항의 난이도 및 변별도를 측정하였으며 고전검사이론 프로그램임 테스트안(Testan) 1.0을 이용하여 문항의 신뢰도 및 오답지 매력도를 구하였다. 이 결과는, 학생들이 어느 단원을 어려워하고 어떤 내용을 이해하지 못 하는지 그 원인을 찾을 수 있으므로, 교수-학습의 기초 자료로 활용할 수 있을 것이다.

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미국 대학입학시험(ACT)의 평가내용과 개발과정

  • Lee, Jong-Seung
    • 대학교육
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    • pp.64-74
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    • 1995
  • 최근 새로운 교육개혁안이 확정 발표되면서부터 새삼 대입전형의 준거로 대학수학능력시험의 비중이 증대되고 있다. 우리의 수능시험과 유사한 SAT나 ACT는 미국의 각 대학에서 신입생 선발을 할 때, 중요한 전형자료의 하나로 사용하는 검사이다. 이 두 검사는 대등한 정도로 널리 이용되고 있으나 그 교육철학적인 배경은 상이하며, 또 후자는 우리에게 별로 알려져 있지 못한 실정이다. 따라서 여기에서는 ACT의 평가내용, 검사개발과정, 결과활용 등을 소개하고 우리의 대학수학능력시험과 관련하여 그 시사점을 논의하였다.

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Item Analysis of Japanese NCTUA for the Quality Improvement of Chemistry Items of CSAT (대학수학능력시험에서 화학 문항의 질 제고를 위한 일본 대학입시센터시험 문항 분석)

  • Kim, Hyun-Kyung
    • Journal of the Korean Chemical Society
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    • v.54 no.6
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    • pp.818-828
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    • 2010
  • It has already been 17 years since the first implementation of the Korean College Scholastic Ability Test (CSAT). Having been administered so many CSAT tests including practice tests, criticisms have been made against CAST tests being stuck to the same pattern and focusing mainly on knowledge-based items. To address this issue, we analyzed the chemistry items of the Japanese National Center Test for University Admissions (NCTUA) administered in January of 2009 with regard to content factors, behavioral domains, item types, and noted any peculiarities in comparison to CSAT. Also, we estimated the predicted percentage of correct answers from the perspectives of Korean candidates to arrive at implications for chemistry items of CSAT.

A Study on an Alternative to the Standardized Scoring System in CSAT (대학수학능력시험에서 표준점수제의 개선방안에 대한 연구)

  • Hwang, Hyung-Tae
    • The Korean Journal of Applied Statistics
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    • v.18 no.3
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    • pp.521-532
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    • 2005
  • In the current College Scholastic Aptitude Test (CSAT), the standardized scoring system is being adopted to adjust te differences of degrees of difficulty between the optional subjects. But it becomes clear that the system has several weak points, some of which are considered to be very serious. In this paper we propose an alternative method, so-called the additive scoring system. It determines the additional points per each subjects, according to the subject mean scores. The proposed method has been simulated using the data of 2005' CSAT, and it turns out that the additive scoring system reduces or remove the troubles caused by the standardized scoring system.

The competency and employ ability prospects of students majoring in sports & recreation (체육관련학 전공자의 역량과 노동시장 분석)

  • Cho, Min-Haeng;Ko, Wi-Suk;Han, Gun-Soo
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.8
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    • pp.5121-5131
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    • 2015
  • The purpose of this study was to investigate competency and employ ability of labor market for college students who are majoring in sports and recreation studies. It was revealed that the stanine score 2 achievement is 1 college, the stanine score 3 achievement is 11 colleges, the stanine score 4 achievement is 32 colleges, the stanine score 5 achievement is 15 colleges, and the stanine score 6 achievement is 5 colleges. This result indicated that the colleges locating in large cities or providing with certification of the secondary school teaching are performed highly academic achievement record. In an analysis of competency test among students who are majoring in sports & recreation, or physical education, the mean scores of physical, social, emotional, cognitive, and management competencies among the students are 3.88, 3.61, 3.52, 3.30, and 3.21, respectively. This study is about preparation: getting it right at the beginning; giving the right training and educating to the right people to create an effective workforce for the delivery of sports and recreation market. This understanding, can be used as a guide to policies and possible actions related to training and recruitment.

On the Setting of Mathematics Test in the CSAT (대학수학능력시험 수리 영역 출제 체제에 관한 고찰)

  • Nam, Jin-Young
    • School Mathematics
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    • v.13 no.1
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    • pp.89-105
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    • 2011
  • To provide some suggestions on the setting of mathematics test in the College Scholastic Ability Test(CSAT), this paper analyses the result of mathematics test in the CSAT from 2005 to 2011, on which the 7th national mathematics curriculum has been applied. From the result, four suggestions are drawn out. First, the mathematics test needs to be easier to reduce the burden of test-taker. Accordingly, the number of items and their scores need to be adjusted. Second, the proportion of multiple-choice items has to be reduced whereas that of short-answer items has to be increased to enhance the function of the CSAT as a selection test. Third, the sub-item system needs to be adopted. Fourth, new item-types have to be developed.

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대학수학과 직업 수학교육

  • Yang, Yeong-Gyun;Lee, Jeong-Nam;Kim, Yeong-Sik
    • Communications of Mathematical Education
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    • v.18 no.1
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    • pp.309-315
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    • 2004
  • 이 논문에서는, 대학과정의 수학 교육과정 중에서, 실업계 고교를 졸업하고, 대학입학을 대학수학능력시험을 치르지 않고, 야간에 공과대학에 입학한 학생들을 대상으로 한 대학수학교육을 능률적으로 이끌어갈 수 있는 방안에 대하여, 실제의 현장학습교육을 통하여 교육한 학습모델을 토대로, 검증된 자료를 통하여 고찰해 보고자 한다.

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High School Teachers' Opinions on Mathematics Section in 2017 College Scholastic Ability Test Applied 2009 Revised Mathematics Curriculum (개정 교육과정이 적용되는 2017학년도 수능 수학 영역에 대한 의견 조사)

  • Cho, Seong Min;Kim, Jae Hong;Yang, Seong Hyun
    • Journal of the Korean School Mathematics Society
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    • v.18 no.2
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    • pp.169-186
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    • 2015
  • According to changes of college admission policies and the first application for 2009 revised mathematics curriculum, we should redefine characterization of mathematics section in 2017 College Scholastic Ability Test(CSAT) and prepare a plan on details of making questions related to it. Specially, we need to reflect the voices of the school site in order to determine the method of making CSAT questions which is consistent with the intent of it and contributes to the normal operation of high school curriculum. In this study, we polled out 312 schools among 2,338 high schools nationwide and math teachers of the schools were been chosen were surveyed. The sampling method used a proportionate stratified sampling by the department of education. Analyzing the results of the survey, We redefined characterizations and roles of mathematics section in 2017 CSAT and suggested the details including questions distribution according to optional object of 2017 CSAT mathematics section.