The College Scholastic Ability Test (CSAT) is restructured in accordance with the 7th Revised National Curriculum from academic year 2012. CSAT, which is to test whether one is equipped with abilities to receive college education, has been performed for 17 years from 1994 to the present. For CSAT questions related to the Probability and Statistics Unit in the mathematical area during the period from academic year 1994 to 2010, this study divided them into the content area and the behavior area, classified them according to national curriculum, and made comparative analysis on how they have been changed until now.
According to the results of this study, first, during the period of the 5th National Curriculum, around 30% of the applicants were natural science students, and during the period of the 6th National Curriculum as well, the number of applicants did not change significantly because the mathematical area of CSAT grew easier. From academic year 2005 when the 7th National Curriculum began to be applied, the proportion of students who chose Mathematics Type 'A' in CSAT decreased every year, and only 22.9% took Mathematics Type 'A' test in academic year 2010. Second, according to the results of analyzing questions related to the Probability and Statistics Unit, questions were distributed almost evenly among permutations and combinations, probability, and statistics. Many of questions in the behavior area were for testing comprehension and problem
solving abilities. In the tests under the 5th and 7th National Curriculums, all the areas were covered evenly, but in the tests under the 6th National Curriculum, there was no question for testing reasoning abilities, and 81.8% of the questions were for testing comprehension abilities. This shows that questions related to the Probability and Statistics Unit were relatively easy in tests under the 6th National Curriculum. Third, the scores of mathematics in CSAT were generally lower in humanity students than in natural science students, and the mean score was higher in the tests under the 6th National Curriculum than in those under the 5th National Curriculum. As the scores of the tests under the 7th National Curriculum were not published, they were not available for comparison.
In order to suppress private education and strengthen school education, the government should publish the scores of CSAT and maintain them and analysis results as reference materials. Furthermore, while the Probability and Statistics Unit of the current high school national curriculum concentrates on inductive statistics, it is necessary to expand the unit to descriptive statistics and to develop various questions related to descriptive statistics in CSAT.