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A Validity Discussion on the AGS of the English Section of the Korean Scholastic Aptitude Test
목차
1. INTRODUCTION2
2. A Validity Discussion on the AGS of the English Section of the CSAT
2.1. Strengths and Weaknesses of the AGS of the English Section of the CSAT
2.2. Problems of the Level System of the CSAT English Test
2.3. The Ration Comparison of Levels 1-2 in 2017-2020: Validity of Difficulty Control
2.4. The Ratio Comparison of Levels 7-9 in the 2017-2020 School Year: Validity ofDifficulty Control
2.5. Validity of the CSAT English Test: Review of Difficulty of the Reading Text
3. Suggestions for Successful Implementation of the CSAT English Section
3.1. Securing Political Independence in the Preparation and Operation of the CSATEnglish Test
3.2. Conversion to the AGS Based on the Standard Setting Method Through Establishingthe Highest Achievement Standards Consistent with the National English Curriculum
3.3. Adding Speaking and Writing Sections Based on the National English Curriculum andDeveloping Various Item Types
3.4. Maintaining the Difficulty Control of Test Items by Building a Large-Scale Item Bank
3.5. Converting the CSAT Into a Qualification Examination and Its Dualization
3.6. Developing Future Social Competencies and Redefining the Identity of the CSATEnglish Test
REFERENCES
2. A Validity Discussion on the AGS of the English Section of the CSAT
2.1. Strengths and Weaknesses of the AGS of the English Section of the CSAT
2.2. Problems of the Level System of the CSAT English Test
2.3. The Ration Comparison of Levels 1-2 in 2017-2020: Validity of Difficulty Control
2.4. The Ratio Comparison of Levels 7-9 in the 2017-2020 School Year: Validity ofDifficulty Control
2.5. Validity of the CSAT English Test: Review of Difficulty of the Reading Text
3. Suggestions for Successful Implementation of the CSAT English Section
3.1. Securing Political Independence in the Preparation and Operation of the CSATEnglish Test
3.2. Conversion to the AGS Based on the Standard Setting Method Through Establishingthe Highest Achievement Standards Consistent with the National English Curriculum
3.3. Adding Speaking and Writing Sections Based on the National English Curriculum andDeveloping Various Item Types
3.4. Maintaining the Difficulty Control of Test Items by Building a Large-Scale Item Bank
3.5. Converting the CSAT Into a Qualification Examination and Its Dualization
3.6. Developing Future Social Competencies and Redefining the Identity of the CSATEnglish Test
REFERENCES
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