• Title, Summary, Keyword: 대학수학능력시험

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Item Analysis of the 'Basic course of Information Technology' - Vocational Education Section in the College Scholastic Ability Test- ('정보 기술 기초' 교과의 문항 분석 - 대학수학능력시험 직업탐구영역을 중심으로-)

  • Kim, Jong-Hye;Kim, Ji-Hyun;kim, Yong;Lee, Won-Gyu
    • The Journal of Korean Association of Computer Education
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    • v.10 no.4
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    • pp.39-49
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    • 2007
  • The purpose of this study is to provide analysis resources to develop high standard questions by analyzing item characteristics and item usability of 'Basic course of Information Technology' in the College Scholastic Ability Test, For the qualitative research, this paper analyzed content validity. For the quantitative research, this paper analyzed item difficulty, item discrimination, item reliability, and distracters. As a result of analyzing tests in 2005 and 2006, questions were equally extracted from educational contents. However, the standard of questions were in need of revision. The development of high quality contents in Vocational Education Section was needed in order to meet to the College Scholastic Ability Test standards. Therefore, it is required to develop various difficulties and acceptable distinguishable questions.

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An Analysis on the Correlation between the College Scholastic Ability Test and the Mathematics Level Assessment (대학수학능력시험과 수학진단평가의 상관관계 분석)

  • Son, Min Ji;Pyo, Yong-Soo
    • East Asian mathematical journal
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    • v.30 no.4
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    • pp.493-507
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    • 2014
  • The purpose of this thesis is to understand the relationship between the College Scholastic Ability Test(CSAT) and the Mathematics Level Assessment(MLA) which is conducted in P University. There are high correlations in grades, subject areas and college entrance types between grades of mathematics B-type of the CSAT and scores of the MLA. However, the many students showed substantial differences between the grades in the two tests. On the basis of these analysis results, we suggest plans for improving the implementation of the MLA and the teaching-learning methods about College General Mathematics.

Test of randomness for answers arrangement in 2017 College Scholastic Ability Test (2017학년도 대학수학능력시험 영역별 정답배열 임의성 검정)

  • Ahn, Sojin;Lee, Jae Eun;Jang, Dae-Heung
    • 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.

On the Necessity and Effect of Additional Points System in Cross-Applications of University Admissions (교차지원에 따른 가산점 제도의 필요성과 효과 - 서울과학기술대학교 대학수학 운영 사례 중심으로 -)

  • Kim, Tae-Soo
    • Communications of Mathematical Education
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    • v.25 no.3
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    • pp.525-536
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    • 2011
  • In the College Scholastic Ability Test, applicants of science tracks usually choose type Ga mathematics. However, students who took type Na mathematics test can also apply to science and engineering tracks in many universities by cross-Applications. Many universities have given additional points to type Ga mathematics test taker in order to recruit students who excel in the natural science track curriculum. In this paper, we study the necessity and effect of additional points system by using the data of Seoul National University of Science and Technology.

A Study on Desirable Management of College Mathematics through the Change of Mathematics Recognition in Engineering Freshmen (공과대학 신입생들의 수학에 대한 인식변화에 따른 대학수학 교육방향 연구)

  • Lee, Jung Rye
    • 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.

Test Analysis of the 「General Computer」 in College Scholastic Ability Test (대학수학능력시험 직업탐구영역의 「컴퓨터 일반」 교과 문항 분석)

  • Kim, JongHye;Kim, Yong;Kim, JaMee;Lee, WonGyu
    • The Journal of Korean Association of Computer Education
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    • v.9 no.6
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    • pp.11-18
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    • 2006
  • The purpose of this paper is to draw problems from analyzing "General Computer" questions of Career Searching Section in the College Scholastic Ability Test in 2005 and 2006 and to offer some suggestions about them. For the qualitative research, this paper analyzed content validity. For the quantitative research, this paper analyzed item difficulty and item discrimination by using Bayesian 1.0 based on 2-parameter item response model and this paper analyzed item reliability and distracters by using Testan 1.0. By analyzing "General Computer" questions, this paper would like to improve the quality of items and estimate item difficulty. Therefore, "General Computer" questions could be suggested as materials for developing reliable and discriminative questions.

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Estimating the regression equations for predicting item difficulty of mathematics in the College Scholastic Ability Test (대학수학능력시험 수리 영역 문항 난이도 예측을 위한 회귀모형 추정)

  • Lee, Sang-Ha;Lee, Bong-Ju;Son, Hong-Chan
    • The Mathematical Education
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    • v.46 no.4
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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.

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Analysis of the Causes of Decrease in the Number of Students Taking Chemistry I in the CSAT by Analyzing the Chemistry I Question in the CSAT and the Recognition Survey of Students and Teachers (대학수학능력시험 화학 I 문항 분석 및 학생과 교사의 인식 조사를 통한 화학 I 응시자 감소 원인 분석)

  • Kim, Hyunkyoung;Bae, Sungwoo;Park, Jongseok
    • Journal of the Korean Chemical Society
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    • v.61 no.6
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    • pp.378-387
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    • 2017
  • In this study, we analyzed the causes of decrease in the number of students taking Chemistry ? in the College Scholastics Ability Test (CSAT) by analyzing the adequacy of the Chemistry I question in the CSAT and the recognition survey of students and teachers about the Chemistry I choice. We analyzed some questions in Chemistry I of the CSAT from the year 2014 to 2016. The questions were analyzed to determine whether they were appropriate to the curriculum content, achievement standard, and achievement level. The target of the survey for perception was 452 senior high school students and 68 science teachers. The result of the study showed that the questions in Chemistry I are somewhat difficult compared to the depth and achievement level required by the curriculum, and it also requires mathematical thinking ability. Students recognized the mathematical thinking and complex mathematical skills are needed to solve problems in Chemistry I. Teachers also thought that the choice of Chemistry I is unfavorable in aspect of meeting the minimum academic ability standard, and accordingly, they did not actively recommend students to take Chemistry I. Moreover, most of the teachers recognized that it is necessary to improve the direction of writing questions for Chemistry I. Therefore, setting questions that can be solved using chemical knowledge, not mathematical ability need to be addressed.

A Study of Variables Related to Item Difficulty in College Scholastic Ability Test (대학수학능력시험 난이도 관련 변인 탐색)

  • 박문환
    • 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.

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대학수학능력시험의 현황과 과제

  • Bae, Ho-Sun
    • 대학교육
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    • pp.6-19
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    • 2004
  • 수능에 관한 연구개발을 보다 체계화하기 위한 전문 인력의 대폭적인 확충과 기원체제를 구축하고 전문가들로 하여금 수능의 성격을 명료화하고 그를 타당화하도록 요구할 필요가 있다.

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