Earticle

South Korea is a representative academic-centered society with people with higher education as the mainstream of society. Adolescents from a low-income group continue development during high school days in a social atmosphere emphasizing college entrance exam and academic achievement, as well. This study would explore their experiences in the temporal and spatial context around preparation for the college entrance exam in high school period to survive such a competitive environment. For this purpose, this study conducted three sessions of in-depth interview on average with five college students from the low-income group in the latter period of adolescence, who prepared the entrance exam in economic difficulties and could tell a rich story from the general view of college entrance and analyzed the collected data by the qualitative research method. As a result, it was found out that the participants commonly experienced their preparation for college entrance exam in high school period based on four components, including ‘A flame burning without support’, ‘A child who competes with the entrance exam’, ‘A shade that covers the stream’, and ‘A step carrying a rainstorm.’ In addition, the central theme like ‘Surviving the competition as a candle in the wind’ revealed the in-depth meaning of their experiences. Based on the findings of this study, practical and policy suggestions were made for the promotion of the quality of their lives.

This study investigates the different types of head acts and perspectives on request strategies in Korean College Scholastic Ability Test (CSAT). The data on speech acts of request were selected from the scripts of listening and speaking items from five years of CSAT (2005-2009). Each test contains 17 items of speech activities: 12 listening items and 5 speaking items. The results show that most test items demonstrate an adequate reflection of head acts and perspectives of request strategies, while several items represent some deficiency in the reflection of some strategies. The deficiency partly comes from the lack of diversity in the frequency of head acts: performatives, hedged performatives, obligation, want statements, strong hints and mild hints. In the perspectives, most items represent ‘hearer oriented’ strategies in most of tests. While some tests focus on ‘speaker oriented’ and ‘speaker and hearer oriented’ strategies, ‘impersonal’ strategies hardly occur for all five years. Most items have equal occurrences between a speaker and a listener in the social situations, but social familarity is different depending on the types of items. This study suggests that test developers should consider various head acts and perspectives in CSAT.

The purpose of this study is to explore teachers' perceptions of absolute grading in the English section of Korea's College Scholastic Ability Test (CSAT), focusing on its impact on students, classroom instruction, and private education. To achieve this purpose, a survey was conducted with 48 high school teachers along with semi-structured interviews with five of these teachers to supplement the survey data. The study found that the new grading system was perceived positively in the sense that absolute grading lessened students' burden of learning English. However, teachers responded negatively to its impact on overall students' motivation. Regarding classroom instruction, teachers believed that the switch to absolute grading did not affect the contents or styles of classroom instruction. Teachers thought that the cost of private tutoring was not reduced. Rather, they perceived the introduction of absolute grading as creating a balloon effect in the private tutoring of other subjects such as language arts and mathematics. The study's findings shed some light on the implications of this new policy and its ability to achieve its intended purpose of normalizing public education.

The present investigation explored the vocabulary coverage of the basic word list from the Korean National English Curriculum and the most frequent word lists from the British National Corpus (BNC) on the reading comprehension section of the English test in the CSAT examination in Korea. This was done to ascertain whether there was sufficient coverage to ensure suitable comprehensibility of the CSAT reading passages. The RANGE program was used to compare the overlap between CSAT reading passages with the basic word list and the word lists from the BNC. The findings of the study revealed that the word list from the national curriculum covered roughly 80% of the vocabulary in the examination passages. The most frequent 3000 words from the BNC revealed a mean coverage of less than 90%. These results fall below the minimal coverage of 95% necessary to ensure adequate comprehension. The number of words needed to achieve the minimum coverage of 95% was 6000 known words and that for optimal coverage of 98% was 9000 known words. These results were largely in accordance with those reported in other studies in both EFL and ESL contexts. They suggest that the English reading section of the CSAT is excessive in its demands for receptive vocabulary knowledge.

The present study investigated students' perceptions of the new criterion-referenced assessment on the English section of the College Scholastic Ability Test (CSAT). A total of 285 college freshmen, who took the 2018 CSAT, completed a questionnaire comprised of eighteen close-ended questions and four open-ended questions. Both quantitative and qualitative data were analysed to answer the research questions. The results of the study showed that, overall, students tended to think favorably of the new policy since it has alleviated the excessive pressure to achieve high scores in English, which in turn has motivated them to set their own learning goals and made self-directed learning possible. However, students with negative attitudes remarked that the new policy has rendered English worthless on the CSAT, causing them to put little emphasis on studying English. Moreover, the new policy was negatively perceived by students who are good at English because they could no longer leverage their superior English skills to excel compared to others at the CSAT. Students who were neutral expressed their skepticism about the much-expected change this new policy was supposed to bring to the current educational setting, mainly because it was the scoring system that was modified, not the content of evaluation. The results further indicated that high school English classrooms are still dominated by rote learning of grammar rules and reading practice, with a heavy emphasis on CSAT preparation. We argue that the new policy needs careful readjustment in order for it to be successfully implemented, thus achieving the goal of normalizing public education and creating communicative classrooms in secondary schools in Korea.

The present study attempted to analyze the reading passages of CSAT(Collage Scholastic Aptitude Test) from 2016 to 2019, which included two years of data before and after criterion-referenced testing was introduced. The categories analyzed are as follows: descriptive analysis, lexical diversity, syntactic complexity, cohesion index, readability index, and vocabulary frequency. Two different types of analysis were conducted by using web-based software, Coh-Metrix and VocabProfile. The ANOVA results suggested that there were no substantial differences between two different types of testing approaches: norm-referenced vs. criterion-referenced testing. Rather, the results showed considerable consistency in terms of syntactic complexity, lexical diversity, cohesion, or vocabulary frequency between the two types of testing. The study calls for further research on the construct validity of CSAT in order to provide rationale for the criterion-referenced testing and its usefulness in this educational context in Korea.

Since the introduction of criterion-referenced evaluation into the English Section of the 2018 College Scholastic Aptitude Test (CSAT), it has become more important than ever to maintain the same level of its difficulty each year. This study was designed to examine whether 2017 and 2018 CSAT reading passages do not differ in terms of text difficulty. Both unidimensional and multidimensional indices Coh-Metrix (Version 3.0) provides were used in this study. Descriptive indices involved the respective count and length of sentences and words. As unidimensional indices, the Coh-Metrix L2 Readability score as well as the Flesch Reading Ease and Flesch-Kincaid Grade Level scores was measured. Indices for text easibility at different discourse levels (the surface structure, the textbase, the situation model, and the genre and rhetorical structure) were also included. Results showed that there were no significant differences between 2017 and 2018 passages. Compared with other easibility components (narrativity, syntactic simplicity, word concreteness, and deep cohesion), referential cohesion was rather low in both 2017 and 2018. Some pedagogical implications are also provided.

본고에서는 2009개정교육과정에 의해 치러지고 있는 수능 일본어Ⅰ의 문법 문항을 ‘형태 중심 문항’ ‘의미 중심 문항’ ‘화용 중심 문항’으로 분류하여 각 유형별 특징과 출제 경향을 논하였다. 그 결과, ‘형태 중심 문항’은 활용형 및 접속 형태 등에 초점이 놓인 유형과 문장의 의미에 알맞은 형태에 초점이 놓인 유형이 있으며, 두 유형 모두 교과서와의 연계성이 매우 낮았다. ‘의미 중심 문항’은 의사소통 기능이 비교적 고르게 출제되고는 있으나 교육과정에서 제시한 예시문과 부합되지 않는 경우가 많았다. 이와 같은 문법 문항의 출제 경향은 지도 교사 및 학습자의 부담을 가중시킬 뿐만 아니라 교육과정과 교과서의 신뢰성을 약화시키는 결과를 초래한다. 수능 일본어Ⅰ에 출제되는 문항은 교과서를 전제로 문항이 구성되어야 하며, 이를 위해서는 교과서 제시된 문법 사항을 분석하는 과정이 필요하다. 또한, 문법은 ‘형태, 의미, 화용’의 3요소로 구성되어, 각각의 영역에 알맞은 표현을 사용해야 한다. 그러나 수능 일본어Ⅰ의 문법 문항을 보면, 의미 및 기능 중심 문항이 가장 많이 출제되며, 다음으로 형태 중심 문항이 출제되었고, 화용 중심 문항은 거의 출제되지 않고 있다. 의사소통 중심의 문법 교육에서는 실제 언어생활에서 해당 문법 사항을 언제, 어떻게 사용하는가에 관한 정보가 매우 중요하기 때문에 문법의 3요소가 균형 있게 출제될 수 있도록 요소별 평가 항목을 명확히 설정하여 문항을 구성할 필요가 있다. 교육과정은 교육 목표를 달성하기 위해 교육 내용을 체계적으로 계획･구성한 것으로, 교과서와 연계되어야 함은 당연하다. 평가 또한 이를 바탕으로 이루어져야 평가의 객관성이 보장될 수 있을 것이다.

This paper presents a classification of grammar questions of Japanese Language I for the College Scholastic Ability Test following the revised 2009 curriculum into “form-centered,” “meaning-centered,” and “'pragmatics-centered,” questions and then discusses the characteristics and trend of each type of question. In the results, the “form-centered question” included the type focusing on conjugated/joint forms and the type focusing on proper forms for sentence meanings, and both types showed very low connections with the textbook. Even though the “meaning-centered question” appeared relatively commonly for the purpose of communication, many cases were not in accordance with the examples presented in the curriculum. Therefore, questions of Japanese Language I for the College Scholastic Ability Test should be composed based on the textbook, which would need the process of analyzing the grammar as suggested by the textbook. Furthermore, the grammar is composed of three elements namely “form, meaning, and pragmatics,” and proper expressions for each area should be used. In communication-centered grammar education, the information about when/how to use the relevant grammar in the actual language life is very important, so that it would be necessary to compose questions by clearly setting up evaluation items for each element to maintain the balance among the three elements of grammar.

The purpose of this study is to examine the context features of distractors in the English-speaking domain of the College Scholastic Ability Test (CSAT), which consists of Multiple-Choice Questions (MCQs). Distractors are crucial in MCQs since they not only affect the test quality but are also useful to diagnose learners’ weaknesses and help teachers improve instruction. Therefore, this paper analyzes context feature distractors marked as Pragmatic Error Triggers (PETs) based on Grice’s maxims, following two questions: (1) What are the PET categorizations and distributions in the English-speaking domain of the CSAT which apply to Grice’s maxims? (2) Can Grice’s maxims explain all of the PETs? A total of 77 questions and 308 distractors from the 2005-2021 academic years were tagged by 2 raters. A total of 8 sub-PETs, including (1) Quantity: ① Redundancy ② Wrong Focus; (2) Quality: ③ Opposite; (3) Relation: ④ Same Referent ⑤ Wrong Referent; and (4) Manner: ⑥ Order ⑦ Turn ⑧ Vague Pronoun, were categorized. The PET ratio appears to have been relatively stable since 2016 while the overall frequency and distribution were random. Based on the findings, adjusting the PET to the CSAT distractors is suggested. This study can possibly help in the creation of context feature distractors to measure pragmatic competence and diagnose learners’ weaknesses.

텍스트 마이닝 기법 기반의 어휘 분류 기법과 LSTM을 활용한 어휘 출현 패턴 예측 방법을 소개한다. 단순한 텍스트의 등장 빈도를 기반으로 한 프리프로세싱 기법을 제안하며, 이 기법으로 제작된 어휘 스크리닝 기술은 시중의 베스트셀러 수능 어휘 교재인 워드 마스터 대비 2023년도 수능 시험 적중률이 4.35배 더 높았다. LSTM 딥러닝 기법을 활용한 인공지능 기술도 함께 제안하며, 이 기법 은 수능 시험에서 특정 어휘가 어떤 패턴으로 등장하는지 분석하고 이를 토대로 다음 수능에 출제될 어휘의 목록과 그 등장확률을 예측할 수 있다. AI의 예측값은 여러 크기의 데이터 윈도우를 바탕으로 학습된 추론값을 노멀라이즈한 뒤 가중합 연산하여 구한 것 이며, 저자들은 이 값을 AI-Score라고 부른다. AI-score는 특정 단어가 다음 수능 시험에서 등장할 확률을 의미하며, 논문에서 제안 하는 방법론이 100점으로 분류한 단어들은 2023수능에서 100% 출제되었다. AI-Score가 60점 이상인 영역에서는 불과 1.7%수준의 오차로 수능에 출제될 단어들의 등장 확률을 예측하는 데 성공했다.

A text-mining-based word class categorization method and LSTM-based vocabulary pattern prediction method are introduced in this paper. A preprocessing method based on simple text appearance frequency analysis is first described. This method was developed as a data screening tool but showed 4.35 times higher prediction accuracy compared to Word Master book. An LSTM deep learning method is also suggested for vocabulary appearance pattern prediction method. AI performs a regression with various size of data window of previous exams to predict the probabilities of word appearance in the next exam. Predicted values of AI over various data windows are processed into a single score as a weighted sum, which we call an "AI-Score", which represents the probability of word appearance in next year's exam. Suggested method showed 100% accuracy at the range 100-score area and showed only 1.7% error of prediction in the section where the scores were over 60 points.

본 논문은 수능 문화 영역의 출제 방향을 모색하기 위해 베트남어Ⅰ 과 목 교육과정의 문화 관련 목표와 성취기준을 살펴보고, 2017학년도부터 2021학년도까지의 수능 문화 영역 기출 문항을 내용과 형식면에서 분석하 고 그 특성을 살펴보았다. 연구 결과를 요약하면 다음과 같다. 첫째, 2009 개정 교육과정이 적용된 2017-2020학년도 문항은 주로 베트 남의 일상문화 관련 소재를 중심으로 문항이 개발되었고, 2015 개정 교육 과정이 적용되기 시작한 2021학년도 문항은 생활문화, 지리(지역), 인물, 예술문화, 전통문화 등과 같이 다양한 방면의 소재를 골고루 다루었다. 둘 째, 문항의 형식면에 있어서 지문 구성은 텍스트로만 구성되거나 사진·삽 화를 텍스트와 함께 구성한 두 가지였다. 서술문 텍스트가 대화문 텍스트 에 비해 많았고, 베트남어 답지/선택지가 한국어보다 많았으며, 문항 유형 은 정답형, 합답형, 부정형 순으로 많았다. 문화 문항 출제를 위한 제안은 다음과 같다. 첫째, 교육과정의 다양한 학 습 요소가 문화 문항에서 고르게 다뤄져야 한다. 둘째, 소재 선택에 있어 베 트남 내 특정 지역이나 특정 시대의 인물에 편중되지 않도록 해야 한다. 셋 째, 상호문화적 관점에서 한국 문화와 비교하여 베트남 문화를 이해할 수 있는 문항 개발이 요구된다. 넷째, 시각적 자료를 다양하게 활용하고, 지문 구성 및 문항 유형이 반복되지 않도록 주의할 필요가 있다.

In order to find the direction of the CSAT cultural field, this paper examined the cultural goals and achievement standards of the Vietnamese I curriculum, analyzed the previous questions of the CSAT cultural field from 2017 to 2021, and examined the characteristics. Suggestions for culture items are as follows. First, the various learning elements of the curriculum should be treated evenly in culture items. Second, it should not be biased towards a specific region or period in Vietnam. Third, it is required to develop items that can understand Vietnamese culture compared to Korean culture from an intercultural perspective. Fourth, it is necessary to use various visual materials and be careful not to repeat the composition of the text and the type of items.

본 연구는 2015년 1월부터 2017년 9월 30일까지 EBS 수능강의 사업의 성과 분석을 위한 것이다. 이를 위해 EBSi 로그 분석 자료를 분석해 사이트 이용 현황과 강좌 현황, 회원 현황, 수강 현황 등을 분석하였다. 또한 대 입 분야의 민간 경쟁 사이트와의 비교를 위해 순위 정보를 제공하는 랭키닷컴 자료를 활용하였다. 연구 결과로 는 첫째, EBS 수능강의의 1인당 월간 평균 방문일 수와 체류시간이 경쟁 사이트보다 높았다. 둘째, 모바일 사용 자의 비율이 PC사용자의 비율보다 계속 높게 나타나고 있다. 셋째, 지역규모별 학생 1인당 강좌 이용건수가 읍 면지역이 가장 많아서 EBS 수능강의가 지역 간 교육 격차를 줄일 수 있는 긍정적인 효과가 있었다.

In this paper, we analyzed the performance of EBS CSAT E-Learning conducted from January 2015 to September 30, 2017. To that end, the current statuses of site usage, lecture, membership, and lecture attendance were analyzed using EBSi log analysis data. In addition, the data of rankey.com that provides ranking information were used for comparison to the private competitor sites in college entrance area. The results were first, the average number of visit days and stay hours per month per person for EBS CSAT E-Learning were higher than that of competitor sites. Second, the proportion of mobile users appeared to be consistently higher than the ratio of PC users. Third, EBS Korea SAT lectures showed positive effects of reducing educational disparities among regions.

The purpose of this study is to examine the changing patterns of speech rate, linguistic features, and speech length in 404 English listening test items on the Korean College Scholastic Ability Test (CSAT) between 1994 and 2018. For the calculation of the speech rate and length, Praat, MS Word and MS Excel were used. The Coh-Metrix tool was used to measure the linguistic features of the listening items and to present them as numerical figures. The analysis revealed that the length of the listening texts in the CSAT has increased over 25 years while the speech rate has shown rather a static pattern. The difficulty of the texts, measured by Flesch Reading Ease (FRE) and Flesch-Kincaid Grade Level (FKGL), was found to have increased compared to previous years. The findings suggest that the usage of authentic materials in English listening classes is urgent while waiting for changes to be made to the CSAT listening items.

The purpose of this study is to investigate and analyze the achievement process’s characteristics of HSGPA(High School Grade Point Average) of whole grades, NAAT (National Academic Achievement Test) of three years, and CSAT(College Scholastic Ability Test) on English. This study carried out the analysis of correlation and regression between HSGPA and CSAT Scores on English in an Academic High School. In addition to qualitative data from HSGPA and CSAT, this study conducted survey by subject students to analyze the role of the affective component. The results show that the achievement of students who have already accumulated learning strategies by or before first year was usually higher than those who don’t. The level of knowledge of lower grade has also determined whether the students could have good achievement or not in their future. According to the analyses from the survey research, the significant variables that made main impacts on the students’ achievement were parents’ SES(Social Economic Status), educational background, teacher’s encouragement, private academic education time, and individual study hours. Among them, parents‘ SES was highly related with students’ CSAT scores, while positive relationship with teachers and stable study hours gave significant influence on HSGPA scores of students. In sum, the HSGPA, based on the results of this paper, had the excellent advantages as the college admission qualifications.

본 연구에서는 2015 개정 교육과정에 근거한 대학수학능력시험 사회·문화 과목에서 ‘영 교육평가(null evaluation)’ 현상의 발생 원인과 교육적 함의를 살펴보았다. 구체적 으로 2021~2025학년도 수능 ‘사회·문화’ 문항 100개를 교육과정 성취기준과 비교 분석 하였다. 더불어 사회·문화 과목에 대한 내용 전문성과 출제 경험을 갖춘 전문가(교사 2 인, 교수 2인)와의 심층 면담을 통해 영 교육평가의 거시적·미시적 원인을 분석하였다. 연구 결과, 사회·문화 과목에서는 영 교육평가 현상이 성취기준 자체가 배제된 경우, 성취기준 내 주요 내용이 배제된 경우, 교과서에 언급되는 내용이 배제된 경우로 구분 할 수 있으며, 다수의 성취기준이 평가되고 있지 않음을 확인할 수 있었다. 이어진 면 담 과정에서는 이러한 현상의 원인을 거시적 차원과 미시적 차원으로 나누어 정리하였 으며, 그 함의를 평가의 왜곡, 수업의 왜곡, 교과의 왜곡이라는 3가지 측면으로 유형화 하였다. 이러한 논의는 사회․문화 과목에 한정된 것이지만 추후 평가 방식의 다변화, 교 육과정-수업-평가 간의 정합성 제고, 평가 정책 개선 논의 등에서 유의미하게 기여할 수 있을 것으로 기대된다.

This study applies the concept of null evaluation—defined as the exclusion of content that is deemed educationally valuable yet remains unevaluated—to the Society and Culture section of the College Scholastic Ability Test (CSAT) under Korea’s 2015 revised national curriculum. To examine the causes and educational implications of this phenomenon, the study analyzed 100 CSAT items administered between 2021 and 2025 in comparison with the official curriculum achievement standards. In addition, in-depth interviews were conducted with subject-matter experts to identify both macro- and micro-level factors contributing to null evaluation in this context. The findings reveal that null evaluation in Society and Culture manifests in several forms: the complete exclusion of specific achievement standards, the omission of key concepts within those standards, and the neglect of curriculum-relevant concepts presented in textbooks. Through expert interviews, the study identifies and categorizes the causes of these omissions into macro-level (systemic and institutional) and micro-level (practical and individual) dimensions. These causes are further synthesized into three types of educational distortion: distortion of evaluation, distortion of classroom instruction, and distortion of subject identity. While the study focuses specifically on the Society and Culture subject, its findings are expected to contribute meaningfully to future discussions on diversifying assessment formats, enhancing the coherence among curriculum, textbooks, and evaluation, and improving national assessment

본 연구에서는 2015 개정 교육과정에 근거한 대학수학능력시험 사회·문화 과목에서 ‘영 교육평가(null evaluation)’ 현상의 발생 원인과 교육적 함의를 살펴보았다. 구체적 으로 2021~2025학년도 수능 ‘사회·문화’ 문항 100개를 교육과정 성취기준과 비교 분석 하였다. 더불어 사회·문화 과목에 대한 내용 전문성과 출제 경험을 갖춘 전문가(교사 2 인, 교수 2인)와의 심층 면담을 통해 영 교육평가의 거시적·미시적 원인을 분석하였다. 연구 결과, 사회·문화 과목에서는 영 교육평가 현상이 성취기준 자체가 배제된 경우, 성취기준 내 주요 내용이 배제된 경우, 교과서에 언급되는 내용이 배제된 경우로 구분 할 수 있으며, 다수의 성취기준이 평가되고 있지 않음을 확인할 수 있었다. 이어진 면 담 과정에서는 이러한 현상의 원인을 거시적 차원과 미시적 차원으로 나누어 정리하였 으며, 그 함의를 평가의 왜곡, 수업의 왜곡, 교과의 왜곡이라는 3가지 측면으로 유형화 하였다. 이러한 논의는 사회․문화 과목에 한정된 것이지만 추후 평가 방식의 다변화, 교 육과정-수업-평가 간의 정합성 제고, 평가 정책 개선 논의 등에서 유의미하게 기여할 수 있을 것으로 기대된다.

This study applies the concept of null evaluation—defined as the exclusion of content that is deemed educationally valuable yet remains unevaluated—to the Society and Culture section of the College Scholastic Ability Test (CSAT) under Korea’s 2015 revised national curriculum. To examine the causes and educational implications of this phenomenon, the study analyzed 100 CSAT items administered between 2021 and 2025 in comparison with the official curriculum achievement standards. In addition, in-depth interviews were conducted with subject-matter experts to identify both macro- and micro-level factors contributing to null evaluation in this context. The findings reveal that null evaluation in Society and Culture manifests in several forms: the complete exclusion of specific achievement standards, the omission of key concepts within those standards, and the neglect of curriculum-relevant concepts presented in textbooks. Through expert interviews, the study identifies and categorizes the causes of these omissions into macro-level (systemic and institutional) and micro-level (practical and individual) dimensions. These causes are further synthesized into three types of educational distortion: distortion of evaluation, distortion of classroom instruction, and distortion of subject identity. While the study focuses specifically on the Society and Culture subject, its findings are expected to contribute meaningfully to future discussions on diversifying assessment formats, enhancing the coherence among curriculum, textbooks, and evaluation, and improving national assessment

본고는 교육부의 수능 출제 방향 변경, 즉 “킬러문항 배제” 정책에 대한 학부모들의 여론이 인터넷 댓글에서 어 떻게 형성되었는지를 분석하였다. 학부모들은 사교육의 소비자로서 네이버와 같은 온라인 커뮤니티에 가입하여 교육 콘텐츠를 소비함과 동시에 교육정책에 대한 의견도 활발하게 공유할 수 있다. 특히, 대입수능정책과 관련된 게시글에 대해 학부모들은 댓글을 통해 즉각 반응할 수 있으며 이러한 여과없는 텍스트자료는 정책에 대한 소비자 의 반응을 살펴볼 수 있는 중요한 자료이다. 본고에서는 네이버에서 “킬러문항 배제”로 검색하였을 때 결과물로 나 타나는 교육 관련 카페에서 해당 게시글에 달린 댓글을 수집하여 트랜스포머 모델을 학습하고, 학부모들의 감정을 “불안”과 “안도”로 분류하는 감성분류기를 구축하였다. 이를 통해 킬러문항에 대한 입시정책 변화에 대한 학부모들 의 반응을 분석한 결과 전체 댓글 4,098건의 37.5%가 “불안”한 의견을 나타냈으며, 수능 정책과 무관한 댓글을 제외할 경우, 1,576건의 댓글 중 “불안”한 의견의 비율은 97.5%에 달했다. 이 결과는 킬러문항 배제라는 정책적 변화가 학부모들을 안심시킬 것이라는 정책적 기대와 달리 정책 변경이 오히려 불안을 증대시키고 있음을 시사한 다. 이는 교육정책뿐만 아니라, 정부의 정책 수립과 변경에서 예측가능성과 신뢰가 바탕되어야 한다는 중요한 시 사점을 제공한다. 따라서, 교육정책이 학부모와 학생들의 심리적 반응에 미치는 영향을 더 심도 있게 고려할 필 요가 있음을 제언한다.

This study analyzes how parental opinions on the Ministry of Education's policy change regarding the College Scholastic Ability Test (CSAT) - specifically, the exclusion of “killer questions” - are formed through internet comments. Online content related to CSAT policies is easily accessible to the public, and opinions on such matters are freely expressed through comments. Therefore, comments on relevant news articles and posts can be considered an important source of parental opinions. In this study, comments from a Naver education-related forum were collected and used to train a transformer-based model, which classified parents' emotions into “anxiety” and ‘relief.“ The analysis of reactions to the killer question exclusion policy revealed that 37.5% of all comments expressed ”anxiety,“ and when excluding comments unrelated to the CSAT policy, the proportion of anxious comments increased to 97.5%. These results suggest that, contrary to the policy's aim of reassuring parents, frequent policy changes have instead heightened their anxiety. This study highlights the need for government policies, including educational reforms, to be formulated and adjusted in a manner that is predictable and based on public trust.

본고는 제7차 교육과정이 적용된 시기의 국사 문항을 분석해 출제 경향을 정리하고 그 문제점 및 개선 방안을 모색해 보기 위해 작성되었다. 이에 2005학년도부터 2011학년도까지 7개년 간 출제된 140문항을 분석대상으로 삼았으며, 특히 2005년 제7차 교육과정 부분 개정을 전후하여 국사 문항의 출제 경향을 어떻게 바뀌었는지를 살펴보았다. 먼저, 제7차 교육과정 적용기의 수능에서는 국사 과목의 출제 범위에 변화가 있었다. 제7차 교육과정 적용 초기에는 국사와 한국 근ㆍ현대사가 선택과목으로 분리되면서 국사의 출제 범위가 조선후기까지로 축소되었다. 그러나 제7차 교육과정에서 국사 과목에 근ㆍ현대사 부분이 제외된 것에 대한 사회적 비판과 우려가 잇따르면서, 교육부는 2005년에 교육과정을 부분 개정하여, 국사 과목에 근ㆍ현대사 부분을 포함시켰다. 이에 따라 2009학년도 수능부터는 국사의 출제 범위가 확대되어 근ㆍ현대사 문항이 출제되기 시작하였다. 둘째, 국사 문항의 시대별, 분류사별 출제 경향을 분석하여 다음의 결론을 얻었다. 시대별 출제 경향은 중세와 근세 문항의 출제 비중이 높은 반면, 선사시대와 근ㆍ현대 문항의 출제 비중이 낮았다. 특히 근ㆍ현대사는 교과서에서 가장 많은 분량을 차지하고 있으면서도 출제 비중이 낮게 유지되는 것은 개선이 필요하다. 현실적으로 근ㆍ현대 문항의 비중을 늘리기 어렵다면, 시대 통합 문항을 더 많이 활용하는 것이 하나의 대안이 될 수 있을 것이다. 분류사별로 문항을 분류해보면, 정치사 문항이 가장 많이 출제되었고, 사회사 문항이 가장 적게 출제되었다. 특히 분야 통합 문항을 분석해보면, 정치사 문항의 편중 현상이 더 심하게 나타난다. 특정 분야에 치중된 문항이 많아지면 균형 잡힌 평가가 이루어지기 어렵다는 점에서, 정치사 중심의 문항 출제에 개선이 필요하다. 셋째, 문항 구성 요소에 따라 국사 문항을 분석해 보았다. 문항형식을 기준으로 보면, 정답형 문항이 35.71%로 가장 높은 비율을 차지하였고, 그 뒤를 이어 부정형과 합답형 문항이 각각 25.71%를 차지하였다. 특히 주목되는 것은 2008학년도 이전에는 부정형 문항이 지나치게 많다는 점이다. 부정형 문항은 응시자의 단순 착오로 평가 신뢰도를 떨어뜨릴 수 있어 바람직하지 못하다. 다만 2008학년도 이후에는 부정형 문항이 차츰 감소하고 있어 긍정적인 방향으로 개선되고 있음을 확인할 수 있었다. 제시문으로 활용되는 자료는 대부분의 문항이 문자자료를 활용해 출제되었는데, 1, 2차 사료를 활용한 문항 비중이 50%를 넘을 정도였다. 그러나 비문자 자료를 활용한 문항은 출제 문항 수가 예전에 비해 크게 줄었다. 교과서에는 상당한 양이 비문자 자료가 제시되어 있는 만큼, 이를 보다 적극적으로 활용하기 위해서는 복합자료를 활용하는 방안이 하나의 대안이 될 수 있을 것이다. 마지막으로 답지 구성을 분석해 보면, 자료의 분석과 추론, 탐구활동 및 주제설정을 요구하는 문항의 비중이 감소하고 역사적 사건과 사실에 대한 지식을 묻는 문항이 증가되고 있다. 사고력 측정이라는 수능 본래의 취지에 부합하기 위해서 자료의 분석과 추론, 탐구활동이나 주제설정 등을 요구하는 문항의 비중을 확대하는 것이 필요하다. 수능의 출제 경향은 고등학교 국사 수업에 큰 영향을 끼친다. 따라서 수능 문항은 학교의 수업 현장에서 교육목표를 달성하는데 도움을 주는 방향으로 출제되는 것이 바람직하다고 판단된다.

This paper intends to analyze history test items as they apply to the 7th national educational curriculum, find problems, and suggest better ideas for its improvement. Therefore, 140 items from the CSAT 2005 to 2011 are used as identifying subjects. In particular, attention is paid to how the tendency of history question items has changed in the context of the revised 7th national curriculum in 2005. At first, there was a big change in the range of possible questions during the period of the 7th national curriculum’s application. At the beginning of the 7th national curriculum’s application, as ‘History’ subjects and ‘Korean Modern and Contemporary History’ subjects were separated as elective courses, the range of possible questions was reduced to cover the post-Joseon Dynasty. However, there was widespread criticism of post-Joseon Dynasty sections being excluded. The Ministry of Education partly revised the curriculum and again included the post-Joseon Dynasty section in the ‘History’ subject in 2005. Since the CSAT 2009, question items from the post-Joseon Dynasty have been covered in the History section. Secondly, a conclusion has been drawn by analysing the tendency of history question items using classification methods based on different periods and categories. The periodic tendency of setting questions is high in medieval and modern history, whereas prehistory and modern and contemporary history take up a smaller proportion. Especially, since the part of modern and contemporary history, which accounts for the biggest part in the history subject, is not considered much on the exam, we need to improve this part. If the proportion of ‘Korean Modern and Contemporary History’question items cannot be increased, then the questions combining different eras can be an alternative. As question items being classified into categories, political history has the largest share of all the question items, but the least in regards to social history. Particularly, when we analyze integrated questions, the question items lean too much toward political history. Considering the fact that this type of unequal distribution would make it hard to achieve a well-balanced evaluation, another improvement is needed. Third, the analysis of history question items is being made according to the form of question items. As I looked through the standard forms of question items, the form for ‘choosing the correct answer’ comprises 35.71% of all questions, which is the largest, followed by the form for ‘choosing incorrect answers’ and the form for ‘choosing the best possible answer’ which account for 25.71%, respectively. It is worth noticing that there were too many incorrect answer choices in 2008. As this form can lead students to simple errors in judgement, it is not appropriate for lowering the reliability of the evaluation. However, these types of question items have been reduced since 2008 and it was possible to ascertain that the trend is headed in a good direction. Of the materials used as presented articles, most items were taken from text materials and the percentage of utilizing the first and second historical records was over 50%. However, items taken from non-text materials are reduced when compared to the past. Since there are lots of non-text materials presented in textbooks, it can be suggested to use mixed materials as an alternative. Finally, from the analysis of answer choices, questions inquiring the assessment and inference of materials, and setting up research and subject areas are reduced, while questions inquiring about the knowledge of historical events and facts are increased. In order to correspond to the original intent of the CSAT, increasing the proportion of questions inquiring areas about the assessment and inference of the materials, and setting up research and subject areas are needed. The tendency of CSAT questions greatly affects many high school history classes. Therefore, the items on the CSAT should be taken in the direction of supporting the educational objective of the classroom environment.

This study investigates the educational role of ethics within the framework of the Integrated Social Studies in the College Scholastic Ability Test (CSAT). Using Kohlberg’s theory of moral development, Rest’s Four-Component Model, and the revised Bloom’s taxonomy as analytical criteria, the study examined the 2028 CSAT sample questions and compared them with international cases such as NAEP. The analysis reveals that Integrated Social Studies items encourage factual analysis through multiple sources and contexts, yet remain limited in requiring higher-order reasoning such as value judgment and the generation of alternatives. In contrast, ethics-related items structurally include value evaluation and problem-solving orientations, thus fostering higher-level moral reasoning. These findings imply that the integration of ethics’ evaluative and normative features with the analytical strengths of geography, history, and social studies can substantively realize the interdisciplinary objectives of the curriculum. The study suggests three directions: first, embedding explicit moral conflict structures in test design; second, combining complementary theoretical models to assess both judgment and execution; and third, institutionalizing cross-disciplinary collaboration in item development. This study contributes to clarifying the educational status of ethics in the Integrated Social Studies CSAT and provides practical implications for curriculum design, item construction, and future research on interdisciplinary assessment.