대학수학능력시험 수학 영역에 연계된 EBS 교재 문항 분석

최희선(Choi, Heesun) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.24

본 연구는 2012학년도부터 2020학년도 대학수학능력시험 수학(수리) 영역에 연계된 EBS 수능 교재의 문항 특징을 파악하는데 그 목적이 있다. 수능-EBS 연계 정책에 따르면 수능 수학 영역의 문항 수 기준 연계율은 70%이어서, 9년 동안 시행된 수능 수학 영역 수학 가형, 나형 각각 189문항과 이에 연계된 EBS 교재 문항 378문항을 대상으로 EBS 교재 문항이 어떻게 변형되어 수능에 출제되었는지 알아보고자 이들을 비교 분석하였다. 그 결과, 수학 가형에 연계된 문항의 변형방식은 주로 A+G유형 38.6%과 C유형 33.9%로 나타났고, 수학 나형에 연계된 문항의 변형방식은 C유형 48.7%과 A+G유형 13.8%로 나타나, 수학 나형에 응시한 학생들이 수학 가형에 응시한 학생들보다 실질적으로 느끼는 EBS 연계 체감률은 높았을 것으로 추측할 수 있다. 그리고 수능에 출제된 2점이나 3점 문항은 대부분이 EBS 교재에서 연계되었지만, 변별력이 있는 4점 문항에서는 EBS 교재 문항이 연계된 비율이 다소 낮은 것으로 나타나 수능에 연계되는 EBS 교재는 변별력 있는 문항이 다소 부족한 것으로 유추할 수 있다. This study aims to identify the characteristics of the problems in EBS CSAT books linked to the College Scholastic Ability Test(CSAT) Mathematics from 2012 to 2020. According to the CSAT-EBS linkage policy, the linkage rate based on the number of problems in the mathematics area is 70%. Therefore, 189 problems in each of the mathematics area of the CSAT and 378 problems in the EBS CSAT books related to them are the subject of study, they were compared and analyzed to find out how EBS problems were transformed and presented on the CSAT. As a result, the transformation method of the problems related to the mathematics ‘Ga’-type was A+G type 38.6% and the C type 33.9%, and the transformation method of the problems related to the mathematics ‘Na’-type was C type 48.7% and A+G type 13.8%, it can be inferred that the actual rate of experience with EBS connection that students who took the mathematics ‘Na’-type felt was higher than those who took the mathematics ‘Ga’-type. In addition, most of the two-point or three-point problems on the CSAT were linked in the EBS CSAT books, but the proportion of the EBS CSAT books linked to the four-point problems with discrimination was somewhat low. It can be inferred that EBS CSAT books linked to the CSAT are somewhat lacking in discriminating problems.

2011~2013학년도 수능 영어 성적과 학생 및 학교 변인과의 관련성 비교 연구

정혜경(Hye kyung Jung),김인숙(In suk Kim),이명애(Myung a Lee) 한국교육평가학회 2015 교육평가연구 Vol.28 No.1

본 연구에서는 비교적 최근의 수능 자료인 2011~2013학년도 수능 성적 결과를 활용하여 쉬운 수능 정책이 도입된 초기 시기에 학교, 학생 주요 변인과 수능 영어 성적과의 관련성을 살펴보았다. 학생-학년도-학교의 다층 구조를 반영하는 3수준 다층모형을 적용함으로써 학생, 학교 변인과 수능 영어 성적과의 관련성이 학년도 간 차이가 있는지를 살펴보았다. 분석 결과, 도시와 읍면 지역에 대한 수능 점수 차이가 다소 완화되었으나 최근 3년간 쉬운 수능 정책 기조 아래에서 여전히 재수생이 재학생에 비해 수능 성적이 높고, 읍면 지역의 수능 점수가 도시 지역보다 평균적으로 낮으며, 특목고가 일반고에 비해 월등히 수능 점수가 높은 점이 확인되었다. 다만 2013학년도에 비해 상대적으로 쉬웠던 2012학년도 수능에서 시도 간 차이, 재수-재학생 간의 차이, 특목고와 일반고 간의 차이가 다소 완화된 점은 주목할 만하다. Since the 2011 College Scholastic Ability Test (CSAT), the policy of developing CSAT with lower difficulty (hereafter, the Easy-CSAT) was initiated. Based on the 2011-2013 CSAT data administered under the Easy-CSAT policy, we examined the relevance between student- and school variables and CSAT scaled scores using English domain. Three-level multilevel analyses were employed capturing a nested data structure of student-year-school. A key finding in this study includes that the achievement gap between schools in rural areas and schools in urban areas has decreased in the 2012 and 2013 CSATs. However, the gaps between test re-takers and regular students in scaled scores of the CSAT maintained under the Easy-CSAT policy, and it was confirmed that the area size (urban vs. rural) and the type of school (special vs. regular) were still highly associated with the CSAT's English scores. It is noteworthy that the gaps between test re-takers and regular students, between special- and regular- schools, and the average differences among 16 cities slightly decreased in the 2012 CSAT in comparison with the 2013 CSAT. The test difficulty in 2012 was lower than the corresponding difficulty in 2013 English subject.

대학수학능력시험 및 수능 모의평가 영어 영역 EBS 연계 문항 분석과 수능-EBS 연계 정책 개선 방안

이동훈 ( Lee Dong-hoon ),강문구 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.4

This study aims to identify the current situation of the linkage of the EBS CSAT materials with the CSAT. In the process, six kinds of examinations (2014 CSAT, June & September trial tests for 2014 CSAT, 2015 CSAT, June & September trial tests for 2015 CSAT) are analyzed by sorting the passage into different topics, the types of each question, and the percentage of correct answer of each question. The results of the analyses are summarized as follows. First, the Korean Institute of Curriculum and Evaluation selects the topic of passages to maintain the item discrimination to a certain level. Second, the Korean Institute of Curriculum and Evaluation is using the types of each question to keep the item discrimination of the test. Third, the questions linked with the EBS CSAT materials are not always easy, compared to the questions not linked with the EBS CSAT materials. Fourth, there are sections in the EBS CSAT materials not linked with the CSAT. Fifth, there has not been any newly invented types of questions at all. Sixth, the 70% linkage of EBS CSAT materials with the CSAT applies only for the reading part, not for the listening and speaking part.

EBS 연계정책에 따른 대학수학능력시험 영어영역 어휘 난이도 변화 분석

권서경,신동광 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.4

In 2010, the Korean government announced that the linkage rate of EBS materials and the College Scholastic Ability Test (CSAT) would be reinforced to 70%. In the present study, it was attempted to examine how the linkage policy of EBS materials and the CSAT has affected the vocabulary difficulty of the items on the CSAT. By comparing the vocabulary level of the items administered before the EBS linkage policy and after the policy, this paper investigates if the vocabulary difficulty of the CSAT has changed since the policy has been enforced. Passages from the CSAT reading section were analyzed with various corpus analysis programs in order to compare the vocabulary level of the CSAT items and EBS materials with the Basic English Word List (BEWL) of the Korean national curriculum and the British National Corpus word list. In addition, a simple survey was carried out with senior high school students in Korea to measure their vocabulary knowledge of the CSAT English words that exceed the BEWL. The results show that the vocabulary difficulty has been significantly raised since the EBS-CSAT linkage policy, and some suggestions are asserted in the conclusion.

전국연합학력평가와 대학수학능력시험의 영어 읽기 지문 언어적 비교 분석

염영희,김해동 21세기영어영문학회 2023 영어영문학21 Vol.36 No.3

The purpose of this study is to compare the linguistic features in reading passages on the national achievement English tests(i.e., mock CSATs) and Korean College Scholastic Ability Tests (CSATs) administered between the 2018 and 2023 academic years. A total of 1,725 passages, including 150 from the CSATs, were analyzed using Coh-Metrix. The results showed that the level of text difficulty, in terms of linguistic features, was configured to go up moderately well from mock CSATs to CSATs. However, some items on mock CSATs contained passages which were more difficult than those on CSATs. Moreover, the level of text difficulty among quarterly conducted mock CSATs, especially for second and third grader students in high school, was found to fluctuate. The findings suggest that a careful attention to text-difficulty is needed for test developers when selecting reading passages for the mock CSATs.

대학수학능력시험 농생명 산업 선택과목 응시집단 특성 변화에 대한 학교현장 농업교사들의 인식

김진구(Kim, JinGu),이건남(Lee, GunNam) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.8

이 연구는 2005학년도 수능에 직업탐구 영역이 처음 신설된 이후, 지난 10년 동안시행되어 온 직업탐구 영역 농생명 산업 선택과목 응시집단 특성 변화 경향에 대해농생명 산업 특성화고 농업교사들이 어떻게 인식하고 있는지를 분석하고, 그 결과를 토대로 수능 직업탐구 영역 농생명 산업 선택과목 응시집단 특성 변화에 대한 기초정보와 함께 안정적인 출제 및 시행을 위한 시사점을 제공하는데 목적을 두고 수행되었다. 이를 위해 13개교에서 10명씩 총 130명의 농생명 산업 특성화고 농업교사를 대상으로 설문조사를 실시하였다. 이 연구를 통해 얻어진 연구 결과는 다음과 같다. 첫째, 농업교사들은 정부 차원의 특성화고 취업강화 정책으로 인해 농생명 산업선택과목 응시인원이 감소한 것으로 인식하고 있었다. 둘째, 농생명 산업 선택과목 응시인원 감소를 주도한 집단은 상대적으로 학력이 높은 집단인 것으로 나타났다. 셋째, 농생명 산업 특성화고 현장의 모의평가 응시 강요 및 권유 현상은 2010학년도수능 이전 대비 완화되었고, 수능 원서접수자의 본 시험 결시율이 높은 주된 이유는 수능 성적이 요구되지 않는 수시 특별전형 합격 때문이라는 인식이 가장 높게 나타 났다. 넷째, 2010학년도 수능 이전 대비 농생명 산업 특성화고 입학자원(신입생) 및 수능 직업탐구 영역 농생명 산업 선택과목 응시집단 학력수준은 ‘중 하위권’에 비해‘상위권’ 집단이 상대적으로 높아졌다고 인식하고 있었다. 다섯째, 직업탐구 영역을 본격적으로 준비하는 시기는 ‘중 하위권’에 비해 ‘상위권’ 집단이 빠른 것으로, 학교현장에서 수능 직업탐구 영역 준비를 위한 보충학습이나 별도의 방과 후 프로그램운영은 2010학년도 수능 이전보다 줄어든 것으로 인식하고 있었다. The purpose of this study was to inquiry of perception on the he changes of the characteristics of examinee for the elective subjects of agriculture and life industry in vocational education division College Scholastic Ability Test(CSAT) by agricultural teachers of specialized vocational high school of agriculture and life industry in Korea. The analysis of survey results were by regions, teacher s career of specialized vocational high school. The results were as follows. First, agricultural teachers of specialized vocational high school of agriculture and life industry recognized main reason 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. Second, teachers recognized the leading group of reducing on applying for the CSAT was high grade class after 2010. Third, after 2010, teachers recognized state of demand and invitation on applying for the CSAT in specialized vocational high school of agriculture and life industry was a little relaxation. Main reason of not applying for the CSAT though presenting an application of the CSAT was passing an entrance exam not requiring results of the CSAT. Fourth, academic level of freshman and examinee for the elective subjects of agriculture and life industry in vocational education division CSAT got better than the previous in high grade class, Fifth, high grade class make preparations for vocational education division CSAT ahead of middle, low grade class preparation. CSAT programs on the specialized vocational high school of agriculture and life industry were on the decrease compared with the previous.

Teacher and Student Perceptions of the Criterion-Referenced Assessment of English in CSAT

Hyunju Kim,Jong-Bai Hwang 한국영어교육학회 2022 ENGLISH TEACHING(영어교육) Vol.77 No.2

The present study examines Korean high school English teachers’ and university students’ perceptions about the criterion-referenced assessment of English in CSAT. A total of 400 participants (149 teachers and 251 students) answered an online questionnaire. Teachers showed more positive attitudes than students in their perceptions about the reduction of excessive competition among students, more communicative English classes, and the use of Korean and mathematics scores of the CSAT for the admission materials. Students, on the other hand, were more positive than teachers in their perceptions about the effects of the criterion-referenced assessment of English in CSAT on the reduction of private education and more high scorers in the CSAT. Regarding the alternatives to current criterion-referenced assessments of English in CSAT, teachers seem to emphasize the development of new question types for a valid criterion-referenced assessment system while students seem to focus on improving the communication skills through the English test in CSAT, not on the validity of the criterion-referenced assessment.

2022학년도 수능영어의 체감 난이도 상승 요인에 관한 코퍼스 기반 분석

한지수,이영희 한국영어학회 2022 영어학 Vol.22 No.-

Since adopting an absolute scale in the College Scholastic Ability Test (CSAT) as of 2017, the CSAT English exam has been in the spotlight for its sheer foreseeable consequences that are not perfectly tailored enough to rank test-takers, drastically lower students’ English savvy, and in turn, inevitably undermine the status of the English language as a core subject. Despite the global pandemic’s impact on educational attainment, worse, the 2022 CSAT English test-takers have lately witnessed a sharp rise in the test’s perceived difficulty compared to the previous year, thereby earning the test the moniker of a ‘hellacious exam.’ Thus, this study aims to delve into the factors that may have caused an increase in its perceived difficulty in the three dimensions: vocabulary load, syntactic pattern density, and information load pertinent to text complexity. To that end, comparable corpora were created using three different CSAT-related texts–the 2022 CSAT English texts, official CSAT test-prep workbooks by EBS, and top-ranked CSAT test-prep materials by commercial publishers–for a corpus-based comparative analysis confined only to gap-filling inference question items with high test difficulties. The results attested no statistically significant difference in any of the three categories, meaning that the text difficulty of the 2022 CSAT English is remarkably similar to just what test-takers have been exposed to in conventional academic settings. Despite the relatively acceptable level of vocabulary variety, syntactic density, and even reduced text complexity, the vast gulf between the ‘genuine’ difficulty and the ‘perceived’ difficulty might have been attributed to insufficient basic core academic skills in English and low text familiarity driven by the EBS materials indirectly linked to the CSAT. Implications will be discussed hinged upon the findings.

3수준 로지스틱 회귀 모형을 활용한 재수생 특성 분석

이명애(Myungae Lee),정혜경(Hyekyung Jung) 한국교육평가학회 2014 교육평가연구 Vol.27 No.2

본 연구는 대학수학능력시험과 국가수준 학업성취도 평가를 연계한 대규모 자료를 활용하여 재수생의 특성을 살펴보았다. 통계 분석을 위하여 3수준 임의 절편 로지스틱 회귀 모형을 적용함으로써 학생, 학교, 시군구가 내재된 다층 구조를 통계 분석에 반영하였으며, 학생 성취도 점수, 학생 배경 변수, 학교 및 지역 특성 정보 중에서 어떠한 변수들이 재수에 영향을 미치는지와 그 관련성 정도를 분석하였다. 분석 결과 수능 성적 또는 학업성취도 점수가 높을수록 재수와 정적 상관을, 학생의 방과후학교 참여와 재수는 부적 상관을 보였다. 학교 및 시군구별 재수 비율에 대한 분산이 큰 것으로 나타났으며, 학생 변수를 통제한 후 수능 학교 평균이 높을수록 재수 비율이 높아지는 경향을 보였고, 16개 시도 구분 정보가 재수를 예측하는데 중요한 요인으로 파악되었다. This study examined the characteristics of the College Scholastic Ability Test (CSAT) re-takers based on the CSAT data combined with the National Assessment of Educational Achievement (NAEA). For analyses, three-level random intercept logistic regression models were employed in order to reflect the data structures in analyses such that students are nested within schools, and schools were nested within districts. Key findings include that CSAT scores or NAEA scores were positively associated with CSAT retaking, and female or students participating in after-school programs were less likely to re-take the CSAT. Proportions of CSAT re-takers varied across schools and districts, and students attending schools with higher CSAT school means were more likely to re-take CSAT, and the dummy variables distinguishing 16 cities and provinces were statistically and substantively significant in prediction of students' CSAT retaking after controlling for other variables in the model.

대학수학능력시험 직업탐구 영역 성과와 과제에 대한 농생명산업 특성화고 농업교사들의 인식

김진구,이건남 한국농·산업교육학회 2014 농업교육과 인적자원개발 Vol.46 No.3

The purpose of this study was to suggest implications for development and phase provision of vocational education division CSAT, through inquiry of perception on the achievements and challenges of vocational education division CSAT by agricultural teachers of specialized vocational high school of agriculture and life industry in Korea. Therefore, it is highly desirable that researchers to survey what are main achievements of vocational education division CSAT and positive spread effects of the achievements, what are the main challenges of vocational education division CSAT and importance of challenges undertaken 10 years. The survey included 130 teachers of agricultural teachers of specialized vocational high school of agriculture and life industry in Korea. The analysis of survey results was by regions, teacher's career of specialized vocational high school. The results are as follows. First, extension of opportunity on continuing education and supply a demand for entrance university on specialized vocational high school students was the biggest achievement. Second, improvement of negative and biased social recognition and the educational level of specialized vocational high school of agriculture and life industry does not help new excellent students recruitment in specialized vocational high school of agriculture and life industry. Third, agricultural teachers recognized main challenges of vocational education division CSAT and importance of challenges was not to use vocational education division CSAT score for the entrance on the universities in capital region. Fourth, the identity confusion of specialized vocational high school was urgent problem to inhibit the development of vocational education division CSAT. Fifth, agricultural teachers recognized persistiveness of vocational education division CSAT, notwithstanding needlessness of vocational education division CSAT. 이 연구는 2005학년도 수능에 직업탐구 영역이 신설된 이후, 지난 10년간 시행되면서 거둔 성과 및 당면 과제에 대해 농생명산업 특성화고 농업교사들이 어떻게 인식하고 있는지를 분석하고, 그 결과를 토대로 수능 직업탐구 영역의 지속적 발전 및 위상 제고를 위한 시사점을 제공하는데 목적을 두고 수행되었다. 이를 위하여 13개(경기 3, 강원 1, 충청 2, 경상 3, 전라 4)의 농생명 산업 특성화고를 선정하고 학교 당 10명씩 총 130명의 농업교사를 대상으로 설문조사를 실시하였다. 이 연구를 통해 얻어진 연구 결과는 다음과 같다. 첫째, “특성화고생들의 계속교육 기회 확대 및 현실적인 대학진학 욕구 충족”이 가장 큰 성과로 나타났다. 이는 곧 직업탐구 영역이 신설된 정책적 취지가 가시적 성과로 표출되었음을 시사한다. 둘째, 직업탐구 영역이 “농생명 산업 특성화고에 대한 부정적이고 편향된 사회적 인식 개선 및 학력수준으로 우수학생자원 유치”에는 큰 도움이 되지 않은 것으로 나타났다. 이는 곧 선입관에 의해 고착화될 수도 있는 농생명 산업 특성화고에 대한 부정적 이미지 제고를 위해 지속적으로 노력할 필요가 있음을 시사한다. 셋째, “수도권 소재 대학들이 대학입학전형자료로 직업탐구 영역을 반영하지 않는 것”이 가장 큰 당면 과제로 나타났다. 이는 곧 직업탐구 영역 실효성 문제를 제고할 수 있는 실천적 방안들이 마련될 필요가 있음을 시사한다. 넷째, “특성화고 정체성 혼란 문제” 역시 직업탐구 영역의 발전을 저해하는 중요도가 높은 당면 과제로 나타났다. 이는 곧 선(先)취업 후(後)진학 특성화고 정책 기조가 유지되는 현 상황 하에서 직업탐구 영역이 갖는 기능 및 역할에 대한 재정립과 함께 새로운 패러다임에 입각해 정체성 문제를 해결하고자 노력할 필요가 있음을 시사한다. 다섯째, 직업탐구 영역 불필요론에 대한 끊임없는 문제 제기에도 “직업탐구 영역이 수능에 존속”하는 것이 바람직한 것으로 나타났다. 이는 곧 직업탐구 영역이 농생명 산업 특성화고에서 추구하는 본연의 교육목표 달성을 저해하거나 교수‧학습 방향을 결정지을 정도로 심각한 부정적 영향을 주지 않고 있음을 시사한다.