In November, the College Scholastic Ability Test (CSAT), one of the most important events, is held in Korea. As one of the tests that can evaluate students who are about to enter college, The SeoulTech would like to find out the history related to this.

 

After liberation from Japanese colonial rule in 1945, the college entrance examination system was mainly operated through university-specific tests, with government involvement limited to introducing or withdrawing elements of the exams.

 

After the Korean War ended in 1953, each university had an independent examination system. The government set the exam schedule and mandated certain subjects, but each university remained in control of the exam questions and selection procedures.

 

In 1954, the National Federation of University Admissions was established, and combined university tests were introduced. These tests allowed students to compete for places at multiple institutions through a single exam. Up to 1.3 times of the quota for college entrance was granted through this combined test. However, in the first year of implementation, the test was abolished due to controversy over test integrity, particularly in relation to cheating.

From 1955 to 1961, the examination system returned to the control of universities, which created their examinations independently.

 

In 1962, the National Examination System for College Entrance Qualifications was introduced, and candidates were selected based on a combined score from the national exam, university test, and interview. However, due to concerns about the national exam's effectiveness and autonomy of the university, the system was quickly revised to a qualification-based national exam. Yet, this change drew further criticism for adding an extra burden on students and interfering with university autonomy, ultimately leading to its withdrawal. From 1964 to 1968, college admissions were instead managed by a single exam administered independently by each university.

 

From 1969 to 1980, universities conducted their own entrance exams, while the government oversaw a standardized preliminary college entrance exam based on high school subjects. Until 1972, students first had to pass this preliminary exam to be qualified for the university-specific exam, with results from each considered separately. In 1973, the system was streamlined to combine scores from the preliminary and university-specific exams, integrating both exams into the final admissions decision.

 

In 1980, Doohwan Chun's military government introduced the 7.30 Educational Reform Measure, abolishing the main schools of universities throughout Korea and prohibiting private tutoring.

From 1981, university entrants were selected based on school grades and standardized preliminary exams. However, the government's new graduation quota system forced universities to admit more students than could graduate, resulting in a shortage of graduates, as many were forced to drop out before completing their degrees. As a result, from 1982 to 1993, the preliminary exam evolved to serve as the official college entrance exam.

 

From 1982 to 1985, university applications were evaluated with over 50% based on the National Scholastic Aptitude Test (NSAT) scores and 30% based on high school grades, highlighting the significant emphasis on standardized testing in the admissions process. However, criticism continued over several issues, such as ranking universities based on test scores, fairness in the academic evaluation process, reduced student creativity, and restrictions on university autonomy. A segmented evaluation method was introduced in response to these criticisms in 1986. This approach included the NSAT, high school reports, and an essay test, which aimed to enhance students' critical thinking skills. The essay test also became a pre-application requirement.

 

In 1994, CSAT replaced the NSAT. From 1994 to 1996, the CSAT, high school records, and college-specific tests were considered together in the admission process, with universities able to autonomously determine the ratios and methods for incorporating these elements into decision-making.

 

The ad-hoc screening was reorganized around the comprehensive student department, the student department curriculum, and essay writing. Meanwhile, regular admissions shifted to emphasize CSAT results and practical skills. Since 2017, the previous test levels (Type A/B) have been abolished, and the teaching of Korean history has been mandated as of 2017.

 

November has came along with CSAT, which is giving students a lot of burden. However, The SeoulTech still wishes everyone the best of luck.

 

Reporter,

Minju Kim alswn020716@g.seoultech.ac.kr

Reporter 김민주

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• e-mail : alswn020716@g.seoultech.ac.kr