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Korean College Entrance Exams: An Inside Look

Article in Mathematics Teacher Learning and Teaching PK-12 · October 2011

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 COLLEGE ENTRANCE
EXAMS: an inside look
The mathematical concepts, skills, and problem-
solving methods that Korean students need to
know in preparation for high-stakes testing.
M
athematics educators are intensely interested
in how mathematics is taught and learned in
other countries. In Korea, for instance, the col-
lege entrance examination has played a major
role in shaping Korean mathematics education
(Kwon 2006). All high school students who want to pursue a
college degree are required to take a college entrance exami-
nation in which the mathematics portion makes up one-
fourth of the total 400 points. As a result of this emphasis,
the Korean college entrance system continues to be a major
topic of debate.
Although studies have been published about entrance
examinations in other countries (Karp 2003; Nayer 1994) and
different curricula and teaching methods have been compared
and analyzed (Fan and Zhu 2007; Hiebert et al. 2005; Mayer,
Sims, and Tajika 1995), information about the Korean college
entrance examination has not been widely disseminated. Under-
standing how Korean students are assessed in high-stakes testing
would be valuable to policymakers and mathematics educators in
other countries; thus, this article will describe the objectives and
characteristics of the mathematics portion of the Korean college
entrance examination and also analyze in detail some items from
the exam. These examples will illustrate what mathematical con-
stUartBUr/istOcKPhOtO.cOM
cepts, skills, and problem-solving methods Korean students need
to know to prepare for high-stakes testing.
The exceptional performance of Korean students on inter-
national exams, such as the Trends in International Math-
ematics and Science Study (TIMSS) and the Program for Inter-
national Student Assessment (PISA), can be traced to many
factors. However, the concepts, skills, and problem-solving
Dae s. hong and Kyong Mi choi
methods required in the Korean college entrance examinations
may provide a partial explanation.
College entrance exams in Korea have undergone a series
of changes over the last few decades (KEDI 1995). Korea has a
centralized educational system, and so the Ministry of Educa-
tion (MOE) provides guidelines to colleges and universities
in their selection of students. The current College Entrance
Examinations, called the College Scholastic Aptitude Test
(CSAT), were developed by the MOE and were adopted in
February 1993. (More information about the CSAT can be
found at the Korean Institute for Curriculum and Evaluation
[KICE] website: http://www.kice.re.kr.)
As of 2010, the CSAT includes five sections: Korean,
mathematics, social studies and sciences, English, and foreign
languages. The mathematics section totals 100 points, and stu-
dents are given 100 minutes to complete the section.
THE MATHEMATICS SECTION
The mathematics portion of the exam consists of 30 ques-
tions—21 multiple-choice and 9 constructed-response ques-
tions (KICE 2009). Each question is worth 2, 3, or 4 points
according to the importance in the curriculum, difficulty, and
expected solving time. The mathematics portion is the only
subject area that includes constructed-response items, but par-
tial credit is not granted. Topics covered include high school–
level mathematics such as precalculus (e.g., trigonometry,
functions, equations, and inequalities), differential and inte-
gral calculus, discrete mathematics, and probability and statis-
tics. Calculators are not allowed during the exam, a policy that
reflects the general school mathematics policy in Korea.
Vol. 105, No. 3 • October 2011 | MatheMatics teacher 209
 The mathematics portion of the CSAT has
two versions: the Na examination and the Ga
examination. The Na exam includes no topics more
advanced than precalculus; it covers, for example,
exponential and logarithmic functions, equations,
and inequalities. The Ga exam covers the more
advanced topics mentioned earlier. Originally, the
Ga exam was intended for science-related majors
and the Na exam for liberal arts majors. Since
2005, however, students have had the option of
taking either the Ga or the Na exam, regardless of
their areas of study. The Ga and Na exams share 12
common problems (KICE 2009), such as the first
example presented here.
In 2009, KICE provided guidelines for develop-
ing CSAT mathematics items that assess the follow-
ing four mathematical abilities:
• Basic computation: The ability to solve problems
involving simple procedures and formulas
• Understanding: The ability to understand the
meaning of mathematical notations, graphs, and
concepts
• Reasoning: The ability to use mathematical
concepts, theorems, and definitions to reason
properly and to find the truth value of true-false
statements
• Problem solving: The ability to solve problems
using two or more mathematical concepts and
theorems; to connect two or more mathematical
concepts and ideas; and to identify patterns
Mathematics items that assess computation and
understanding are worth 2 points, whereas those
that assess reasoning and problem solving are
worth 3 to 4 points (KICE 2009). However, KICE
does not specify how the point value of the test
items is distributed. It simply specifies that the four
areas (computation, understanding, reasoning, and
problem solving) need to be assessed equally and
properly. Typically, about 85 percent of problems
are either 3- or 4-point problems (reasoning and
problem solving) (KICE 2009).
For college admissions evaluation purposes,
CSAT results are converted to so-called “standard
scores.” Because the difficulty level of the CSAT
has varied from year to year, standard (rather than
raw) scores are used to rank students, regardless
of the relative level of difficulty. For this reason,
students’ raw scores are no longer available to the
public. We do know that about 4 percent of the
total number of test takers are considered the high-
est level of the cohort (KICE 2009).
CSAT guidelines are similar to the Assessment
Standards of the National Council of Teachers of
Mathematics (NCTM 1995), which state that stu-
dents should be able to analyze, communicate, and
210 MatheMatics teacher | Vol. 105, No. 3 • October 2011
connect mathematical ideas. How well these guide-
lines are met by Korean students will be shown
from the examples provided here.
Initially, students were given two opportunities
a year to take the CSAT and were allowed to report
the higher of the two raw scores. After the first
year, however, complaints surfaced about the varia-
tion in difficulty between the two tests. Ultimately,
the decision was made to give the CSAT only once
a year. Since 2002, practice CSAT exams have been
conducted twice a year so that students can get a
preview of the topics and difficulty of the CSAT for
that year.
The examples presented here are taken from the
guidelines set by the KICE for preparing CSAT items
(KICE 2008, 2009). KICE categorizes these problems
by the four mathematical ability areas that the CSAT
assesses. The mathematical concepts, assessment
points, and problem-solving methods will be pro-
vided for each example presented.
In its Problem Solving Standard, NCTM (2000)
states that students should be able to monitor and
reflect on the problem-solving process (pp. 54–55)
and that good problems give students the chance to
solidify and extend their knowledge. Further, stu-
dents in grades 9 to 12 should have opportunities to
formulate and refine problems.
BASIC COMPUTATION
The following examples are typical of exam items
relating to basic computation.
Example 1
For matrices
   
A =  2 1  and B =  −1 −2  ,
 1 1   1 0 
what is the sum of all the elements of (A + B)A?
(2 points) (CSAT 2009 Ga and Na)
• Mathematical concept: Matrix algebra
• Assessment point: Knowledge of how to multiply
and add matrices
To solve this problem, first calculate the sum of
the two matrices A and B and then find the product
of the sum and matrix A. Order must be considered
when two matrices are multiplied:
     
A + B =  2 1  +  −1 −2  =  1 −1 
 1 1   1 0   2 1 
 1 −1   2 1   1 0 
( A + B ) A =  =
2 1   1 1   5 3 
1+ 0 + 5+ 3 = 9
Example 2
What is the value of the coefficient of x when
7
 1
 2 x + 2 x 

is expanded?
(3 points) (CSAT 2008 Na)

• Mathematical concept: Binomial theorem

• Assessment point: Correct use of the binomial
theorem to find coefficients

In this problem,
7 r Fig. 1 the given integral represents the area bounded by
7 
 1 7  2 x )7 − r  1  ,
 2 x + 2 x  = ∑  r  (2x
the two curves shown above.
 2 x 
r =0

• Mathematical concepts: Integration, Riemann sums,

and students need to know that for the coefficient second derivatives, inverse functions, and area
of x, 7 – r – r = 1, implying that r will be 3. There- • Assessment points: Students need to know (1) the
fore, the coefficient of x is 70: characteristics of the first and second derivatives
of a function; (2) that the inverse function will
3
 7   1 be symmetrical to the original function through
( ) 7 •6•5 4 4 1 1
7−3
 3  2 x  2 x  = 3 • 2 • 1 • 2 • x • 23 • x 3 = 70 x. y = x; and (3) that the integral can be rewritten
as a Riemann sum.

UNDERSTANDING The given integral determines the area bounded

The following example is typical of exam items
relating to mathematical understanding.
Example
For a continuous function f(x) in a closed inter-
val [0, 1], f (0) = 0 and f(1) = 1. f(x) is second
[twice] differentiable in (0, 1), and f ′(x) > 0,
f ′′(x) > 0. Which of the following equals
1
∫ {f
−1
( x ) − f ( x )}dx ?
0 1
(3 points)
by f (x) and its inverse in the interval [0, 1]. The
given information leads to the conclusion that f (x)
is increasing and concave up in the interval. This
leads to the graph of f (x) and f ′(x) as shown in
figure 1.
If we look at the graph carefully, we can see that
the area bounded by f(x) and its inverse is exactly
twice the area bounded by y = x and f(x). Then we
can change the given integral as follows:
1
∫ {f x )}dx = 2 ∫ {x − f ( x )}d
−1
x ) − f ( x)}
( x) dx
x
0 0
(CSAT 2009 Ga)

k  This expression can be rewritten as a Riemann sum:

( ) 1
n
1. lliim ∑  − f k
•
n
2 k  1
k =1  n  n
{ } ()
n →∞ 1 n
2∫ x − f (x) dx = 2 lim ∑  − f nk  •
dx
k =1  n  n
0 n →∞

k  2
( )
n
2. llim ∑  − f k  2
()
k n
= lim ∑  − f nk  •
•
n
k =1  n  n
n →∞
n →∞
k =1  n  n

k  1 Therefore, the correct answer will be choice 2.

( )
n
3. lim ∑  − f k
•
k =1  n
n Although this problem may not be particularly
n →∞
 n
challenging for Korean students, it requires an
k  1 understanding of several calculus topics. Students
( )
n
4. lim ∑  − f k
• need to connect multiple mathematical concepts
k = 1  2n
n
n →∞
 n and carefully plan their problem-solving process.

 2k  1
( )
n
5. lim ∑  − f k
n
• REASONING
k =1  n  n The following example is typical of exam items
n →∞

relating to mathematical reasoning.

Vol. 105, No. 3 • October 2011 | MatheMatics teacher 211

 Example
If a polynomial function f (x) and natural num- f ′( x )
lim = 9.
bers m and n meet the following conditions, x →0 x n −1
which of the following are true?
f (x) f ′( x ) f (x) Because f(x) = xng(x), we can say that
lim = 1, lim
lim = a, llim = b,, and l
x →∞ xm x →∞ x m −1 x →0 xn
f ′( x ) nx n − 1 g( x ) + x n g ′( x )
f ′( x ) lim = lim
, and llim =9 x →0 x n −1 x →0 x n −1
x →0 x n −1 = lim
lim ng( x ) + x x ) = 9.
xgg ′( x)
x →0

(a and b are real numbers)

This will lead us to ng(0) = 9. Also, from the third
(a) m ≥ n condition,
(b) ab ≥ 9
(c) If f(x) is a third-degree polynomial, am = bn. f (x)
lim = b,
(4 points) (CSAT 2009 Ga) x →0 xn

• Mathematical concepts: Limit of a function, dif- we can say that

ferentiation, and polynomial functions
• Assessment points: Students need to have a clear
understanding of the limit of polynomial func-
tions when x goes to either infinity or zero and
the limit of the derivative of the function. They
also need to reason properly to find the correct
choices. At each step in finding the limit, stu-
dents need to reflect carefully to find the correct
degree of the polynomial function and the coef-
ficient of the polynomial.
Several mathematical concepts are needed to
solve this problem correctly. First, because
x n g( x )
lim = g(0) = bb.
x →0 xn
Thus, g(0) = 9/n = b, and ab = 9m/n because
a = m from the second condition. Is 9m/n greater
than or equal to 9? Because we know already that
choice (a) (m ≥ n) is true, 9m/n must be greater
than or equal to 9 and choice (b) is true.
Finally, if f(x) is a third-degree polynomial, both
m and a will be 3. We also know that 9/n = b and
therefore that bn = 9. Thus, am = bn = 9. Therefore,
choice (c) is also true, and all three answers are true.

f (x) PROBLEM SOLVING

lim m
= 1, f ( x ) = x m + 
x →∞ x The following example is typical of exam items
relating to problem solving.
and the leading coefficient is 1 and by differentiat-
ing the polynomial, we have Example
The picture below shows the graphs of a circle
f ′( x ) = mx m−
m 1
+ . with center at (0, 0) and radius 1 and a parabola,
y = f(x), which passes through (0, –1). How
Second, we have many different real solutions does the equation

f ′( x ) 1 1 2
lim = a and f ′( x ) = mx m− 1 + .
mx − =
x →∞ x m −1 f (x) + 1 f (x) − 1 x2

Then we can say that m = a. have?

The third condition is (3 points) (CSAT 2009 Ga)
(See fig. 2.)
f (x)
lim = b.
x →0 xn • Mathematical concepts: Rational equations, sys-
tems of equations, the equation of a circle, and
Because x goes to zero and the limit has a value of interpretation of graphs
b, f(x) will be f(x) = xng(x) where g(x) is another • Assessment points: Students need to know how to
polynomial function. This means that m ≥ n and solve a rational equation and make a connection
that g(x) could be a constant or polynomial. Thus, between a graphical representation and an equa-
choice (a) is true. tion. They also need to monitor their solution so
The fourth condition is that one intersection will be discarded.

212 MatheMatics teacher | Vol. 105, No. 3 • October 2011


Fig. 2 To solve this problem, students must apply their
understanding of the relationship between a function
and its reciprocal and their understanding of function
transformations.
First, we have a rational equation that is
typically solved by multiplying the least common
denominator on both sides of the equation. Thus,
students can multiply both sides by the least com-
mon denominator: x2( f(x) + 1)( f(x) – 1). Multiply-
ing and simplifying will lead students to the equa-
tion x2 + f (x)2 = 1. At this point, students need to
see that the equation x2 + f (x)2 = 1 is the one they
are looking for. From here, they need to interpret
the graph and equation properly so that the four
intersections shown in figure 2 will satisfy the
equation. Would all four intersections be solutions?
The intersection where f (x) equals –1 must be dis-
carded because it will make the denominator equal
to zero. Thus, the number of solutions is three.
CONCLUSION
In this article, we have presented several math-
ematics examples from the Korean CSAT. These
examples provide information about how Korean
high school students are assessed in a high-stakes
test. We show what Korean students are expected
to know and which problem-solving skills they
need. Students in the United States learn similar
mathematics content or topics through calculus
or trigonometry courses. However, the exit goals
of such courses—as reflected by college entrance
examinations—show different expectations.
The high school curriculum should represent
the minimum requirement for school mathematics
instruction, not the highest goal that teachers and
students are expected to accomplish. Of course, hav-
ing higher expectations would not mean that every-
one who takes such exams would achieve the desired
goal. Yet expecting more from our students could be
a first step toward getting more from our students.
BIBLIOGRAPHY
Fan, Lianghuo, and Yan Zhu. 2007. “Representation
of Problem-Solving Procedures: A Comparative
Look at China, Singapore, and U.S. Mathematics
Textbooks.” Educational Studies in Mathematics 66
(1): 61–75.
View publication stats
Hiebert, James, James W. Stigler, Jennifer Jacobs,
Karen B. Givvin, Helen Garnier, Margaret Smith,
Hilary Hollingsworth, Alfred Manaster, Diana
Wearne, and Ronald Gallimore. 2005. “Mathemat-
ics Teaching in the United States Today (and
Tomorrow): Results from the TIMSS 1999 Video
Study.” Educational Evaluation and Policy 27 (2):
111–32.
Karp, Alexander. 2003. “Mathematics Examinations:
Russian Experiments.” Mathematics Teacher 96
(5): 336–42.
Korean Educational Development Institute (KEDI).
1995. A Proposal for Improvement of the College
Scholastic Ability Test. Seoul, Korea.
Korean Institute for Curriculum and Evaluation
(KICE). 2007. Guidelines for Preparing for the
College Entrance Examinations. Seoul, Korea.
——— . 2008. Guidelines for Preparing for the College
Entrance Examinations. Seoul, Korea.
——— . 2009. Guidelines for Preparing for the College
Entrance Examinations. Seoul, Korea.
Kwon, Chang Wook. 2006. “Changes in High School
Mathematics Education in Korea after the Edu-
cation Revolution of July 30, 1980.” PhD diss.,
Columbia University.
Mayer, Richard E., Valerie Sims, and Hidetsugu
Tajika. 1995. “A Comparison of How Textbooks
Teach Mathematical Problem Solving in Japan and
the United States.” American Educational Research
Journal 32 (20): 443–60.
National Council of Teachers of Mathematics
(NCTM). 1989. Curriculum and Evaluation Stan-
dards for School Mathematics. Reston, VA: NCTM.
——— . 1995. Assessment Standards for School Math-
ematics. Reston, VA: NCTM.
——— . 2000. Principles and Standards for School
Mathematics. Reston, VA: NCTM.
Nayer, Sofya. 1994. “United States and Russian Calcu-
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DAE S. HONG, dhong@hostos.cuny
.edu, is an assistant professor in
the mathematics department at
Hostos Community College in the
Bronx, New York. He is interested in
problem solving and international
comparison studies. KYONG MI CHOI,
kyongmichoi@uiowa.edu, is an
assistant professor of mathematics education
at the University of Iowa in Iowa City. Her
research interests include mathematics curricu-
lum analysis, international comparison studies,
and mathematically gifted students.
Vol. 105, No. 3 • October 2011 | Mathematics Teacher 213