Transcript College Scholastic Ability Test (CSAT) in Korea
Assessment of mathematics in Korea
19, February, 2010 Sung Sook Kim( 金聖淑 ) Paichai University ( 培材大 学 ) APEC-Tsukuba International conference
大田
How do curriculum, lesson and assessments relate?
How can we improve the relations?
Ranks comparisons Overall vs favourites in 2003 (PISA)
0 5 10 15 20 25 Rank on favourites higher than overall rank GRC AUS NZL ITA HUN CZE ESP DNK NOR FRA ISL AUT BEL SWE JPN KOR Korea 3 9 th rd overall on favourites Rank on favourites lower than overall rank 30 30 25 Rank on all items 20 15 10 5 0
The Goals of Mathematics education in the 7 th National Curriculum
To understand the basic mathematical concepts, principles and their relationship through observing everyday phenomena from a mathematical perspective.
To observe, analyze, organize, think and solve diverse problems in everyday situations by applying mathematical knowledge and functions.
In December, 2009, the Ministry of Education, Science and Technology (MEST) in Korea announced some changes in the 7 th National Curriculum.
New assessment guidelines were included
Key Policy Tasks for 2010
Education that builds student’s sound character and releases their creativity Creativity and character building
Increase subject instruction related to creativity and sound character building Introduce creative experience activities Improve student evaluation
The focus of education will be on helping students self-identify their potential and release creativity rather than simply delivering knowledge and information.
For primary and secondary students, MEST will reduce the number of subject matters and instead increase contents related to character building and creativity in the core subjects such as Math .
As part of the regular school curriculum, creative hands-on experience activities will be provided three hours per week for primary and middle school students and four hours per week for high school students.
what to assess
Teacher will assess the creativity development of students . School records will include such students’ various for experience-based extra-curricular activities university admission . which may later be utilized as information
whom to assess
MEST will expand the teacher evaluation system to all schools nationwide in March 2010 Offer customized training programs for teachers upon evaluation results. The teacher training programs of universities of education will be evaluated , results of which will be tied to administrative and financial compensation.
The Preference for Teaching Career is Very High The Social Recognition The Job Security The Economic Benefits
Teachers Employment Test Preliminary Test
Content Percentage of items Item type Relevant knowledge Education in general 30% Multiple choice items General pedagogical knowledge Mathematics (including Probability and Statistics, Linear Algebra, Complex Analysis, etc.) 50% Multiple choice items Subject matter knowledge Mathematical Education (Theory of Mathematics Education) 20% Multiple choice items Pedagogical content knowledge
Second Test
Essay test
Third Test
teaching practice
NAEA(National Assessment of Educational Achievement)
NAEA is a nationwide test that is implemented to evaluate elementary and secondary school students' achievements
NAEA serves as a regular indicator of performance of the educational system.
The ministry will regularly analyze results of the National Assessment of Educational Achievement(NAEA) school efforts to raise student performance levels.
, so as to better understand which factors impact academic ability and assist
For schools that show yearly improvement of academic performance, the ministry will provide financial support and grant increased principal rights to operate school .
For students that lack basic academic competency as revealed in the NAEA , schools are to provide accurate diagnosis tools, level-differentiated supplementary programs and devices to measure their degree of improvement.
History of NAEA in Korea
In 1998, the Korea Institute of Curriculum & Evaluation (KICE) established a fundamental plan for the NAEA.
In 1999, KICE had chosen the NAEA as its major task. It planned to develop test items for Social Studies and Mathematics.
In 2001, the NAEA was administered to 1% of the population of the sixth, ninth, 10th and 11 English th grades in five subjects such as Korean, Social Studies, Mathematics, Science and
Subjects and the scope of the NAEA 2003
Subjects and the scope of the NAEA 2007
Analysis of NAEA 2008
Middle School(grade 9)
High school(grade 10)
Below-basic 7% Basic 38% Advanced 18% Proficient 37%
Gender difference ?
Elementary school(Grade 6)
grade 6 163,00 162,50 162,00 161,50 161,00 160,50 160,00 159,50 159,00 158,50 2003 2004 2005 2006 2007 2008 male female
263,00 262,50 262,00 261,50 261,00 260,50 260,00 259,50 259,00 258,50 258,00 2003
Middle school(grade 9)
grade 9 2004 2005 2006 2007 year 2008 male female
grade 10 362,00 361,50 361,00 360,50 360,00 359,50 359,00 358,50 358,00 357,50 2003 2004 2005 2006 2007 2008 male female
Area difference ?
Elementary school(Grade 6)
elementary scool(average) 164,00 162,00 160,00 158,00 156,00 154,00 2003 2004 2005 year 2006 2007 2008 metropolitans small cities rural areas
Middle school(grade 9)
middle school(average) 264,00 262,00 260,00 258,00 256,00 254,00 2003 2004 2005 year 2006 2007 2008 metropolitans small cities rural areas
High school(grade 10)
high school(average) 364,00 362,00 360,00 358,00 356,00 354,00 352,00 2003 2004 2005 2006 2007 2008 year metropolitans small cities rural areas
Background variables
The school, teacher, and student variables were obtained from three types of questionnaires: school-administrator Teacher student.
the scores of private schools were higher in all the five subjects compared to public schools
High schools which emphasized on college entrance and development of creativity had the highest test performance.
When school administrators perceived their teachers having the following attitude
enthusiasm for teaching good understanding of students high expectations for the students good relationship with other teachers students performed well in all subjects
The more time students spend on communicating with their parents, and the longer hours students spent on self-study and supplementary lessons after school, the higher their achievement score.
the higher the students’ self-regulated learning, the higher their achievement.
The College Scholastic Ability Test
Test period
The third Thursday of November every year
Selection of Tests
Select Mathematics A or B Type A : Science major bound Type B : Liberal Arts bound
Number of students
Mathematics A : 121,828 (23%) Mathematics B : 397,772 (77%) Total : 519,600
77% 23% Math A Math B
Electives of Math A type
Probability & Statistics 3% Discrete Mathematics 0.5% Calculus 97%
Number of Items and Testing Time
Maximum Raw Score :100 Standard score for Mathematics mean of 100 standard deviation of 20 standard score ranges from 0 to 200.
The standard score is Where: z=(x-
μ )/ σ
x is a raw score to be standardized.
μ
is the mean of the population.
σ
is the standard of the population. The quantity z represents the distance between the raw score and the population mean in units of the standard deviation. z is negative when the raw score is below the mean, positive when above
number of students
30 000 25 000 20 000 15 000 10 000 5 000 0
level 132 125 116 107 96 83 72 64 below 64
Gender difference ?
There is a substantial gender difference in the College Scholastic Ability Test in Korea.
Especially , mathematics is the area that students have shown the large gender gap compared to other subject. Female students lack mathematical achievement compared to male students in Korea.
Gender difference
350 300 250 200 150 100 50 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 male female
problem 26 through 30 are for students who chose Calculus as their elective
problem 26 through 30 are for students who chose Probability and Statistics as their elective
problem 26 through 30 are for students who chose Discrete mathematics as their elective
Concluding remarks
How do CSAT, teaching & learning and assessments relate?