Correlations and Performance Differences by Gender between the KCSAT English and the EPT
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This study sought to examine correlations between the Korean College Scholastic Ability Test (KCSAT) and the English placement test (EPT) developed as part of the placement for the General education English program with a view to developing an appropriate placement test that meets the objectives of the program. It also examined performance differences between male and female students in the two tests. A total of 2,659 college freshmen participated. To analyze the data, descriptive statistics and correlations were utilized. The data analysis showed that the KCSAT English weakly correlates with the EPT (r=.347**). Furthermore, the female students performed slightly better than the male students in both KCSAT English (females: 37.13; males: 36.58) and EPT (females: 29.30; males: 28.79) in terms of mean scores. When the male and female students were classified into three groups (High: 768 males and 464 females, Mid: 807 males and 396 females, and Low: 147 males and 77 females) based on the KCSAT English scores and the EPT scores, the High female students performed better than the High male students. This study suggests that a placement test measuring language skills appropriate for the objectives of GELPs curriculum should be developed.
Abstract
This study sought to examine correlations between the Korean College Scholastic Ability Test (KCSAT) and the English placement test (EPT) developed as part of the placement for the General education English program with a view to developing an appropriate placement test that meets the objectives of the program. It also examined performance differences between male and female students in the two tests. A total of 2,659 college freshmen participated. To analyze the data, descriptive statistics and correlations were utilized. The data analysis showed that the KCSAT English weakly correlates with the EPT (r=.347**). Furthermore, the female students performed slightly better than the male students in both KCSAT English (females: 37.13; males: 36.58) and EPT (females: 29.30; males: 28.79) in terms of mean scores. When the male and female students were classified into three groups (High: 768 males and 464 females, Mid: 807 males and 396 females, and Low: 147 males and 77 females) based on the KCSAT English scores and the EPT scores, the High female students performed better than the High male students. This study suggests that a placement test measuring language skills appropriate for the objectives of GELPs curriculum should be developed.
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