The present study explores how high school English teachers perceive recently proposed or implemented English education policies. Among the policies are performance assessment, the depaπmentalized classroom system (DCS), 20 11 revised national curriculum for English, the two-Ievel (Types A' B) English tests in College Scholastic Ability Test (CSAT), and National English Ability Test (NEAT). The study examines three aspects ofteacher perception on each p이 icy: knowledge, attitudes, and implementation. A questionnaire was administered, and the responses of 395 high school English teachers were analyzed‘ The res비ts showed that the knowledge aspect scored the highest for all five p이 icies while differences were revealed as to specific aspects of knowledge, attitudes, and implementation across different policies. It was also revealed that the attitude aspect was positively correlated with the implementation aspect and that correlation between attitude and implementation was higher than the 、 correlation between attitude and knowledge. The facto rs identified to be highly correlated with all five policies were teacher’s academic attainment, age, and teaching experience, the number of students per class, and the implementation of English creative school. Implications are suggested for in-service teacher development, English education policy-making, and effective policy implementation.

The purpose of this study was to develop a statistical model of predicting item difficulty of the English reading test of College Scholastic Ability Test(CSAT). At the initial phase, the study investigated variables that were significantly correlated to item difficulty of English reading test. Using the correlated variables an instrument was designed to gather the data on item difficulty of each item of the English reading tests of 2002 and 2003 CSAT. Correlation analysis was done to get models which could predict item difficulty of the tests. To validate the results of the analysis, the models were applied to the September Tests of 2003 and 2004 CSAT. It was found that the 2003 linear regression equation model showed the acceptable level of stability and predictability. The study also revealed that statistically significant predictors were grammar, inference and options. It was also found that the proportion of variance accounted by the predictors was different. Some implications for CSAT design and further research were drawn from the findings.