생명과학 분야 대학수학능력시험 및 고등학교 정기고사 문항 비교 분석
Comparative Analysis of Life Science Items of Korean Scholastic Aptitude Test and Regular High School Examinations
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초록
The purpose of this study was to comparatively analyse life science items of KCSAT (Korean College Scholastic Aptitude Test) and regular high school examinations, and to examine the item-taking tendency of them the relation to the assessment goals of science curriculum. Regular examination papers of life science I and II were collected from high schools, and KCSAT papers were collected from KICE(Korea Institute for Curriculum and Evaluation) for this study. The results of analysis showed that both regular high school exams and the KCSAT allocated more proportions to the domain of scientific knowledge than that of inquiry. The proportions among subject area of items of regular high school examinations were different from those of KCSAT. For life science I of regular high school exams, the proportions of domains and subject area were different according to the learning course(humanities course and natural sciences course). The findings showed that a balanced evaluation that reflected the intent of science curriculum has not been performed. It is also needed to achieve consistency in items between regular high school exams and the KCSAT.
Abstract
The purpose of this study was to comparatively analyse life science items of KCSAT (Korean College Scholastic Aptitude Test) and regular high school examinations, and to examine the item-taking tendency of them the relation to the assessment goals of science curriculum. Regular examination papers of life science I and II were collected from high schools, and KCSAT papers were collected from KICE(Korea Institute for Curriculum and Evaluation) for this study. The results of analysis showed that both regular high school exams and the KCSAT allocated more proportions to the domain of scientific knowledge than that of inquiry. The proportions among subject area of items of regular high school examinations were different from those of KCSAT. For life science I of regular high school exams, the proportions of domains and subject area were different according to the learning course(humanities course and natural sciences course). The findings showed that a balanced evaluation that reflected the intent of science curriculum has not been performed. It is also needed to achieve consistency in items between regular high school exams and the KCSAT.
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