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The KCSAT(Korean College Scholastic Ability Test) has consisted of LC(Listening Comprehension) and RC(Reading Comprehension) since its introduction in 1994. Therefore, it is necessary to compare the difficulty level of LC and RC to evaluate the KCSAT validity. To achieve this goal, the current study examined the difficulty differences between LC and RC of the KCSAT and mock KCSAT English tests collected from 2015 to 2019 in terms of six different variables. Additionally, the speech rate analysis, experiments on percentages of LC and RC correct answers with high school senior subjects, and the questionnaire surveys of high school seniors and Korean English teachers were conducted. The overall findings revealed that the difficulty of RC was far higher than that of LC from every aspect. The findings suggest that new test items should be developed based on the national curriculum with Speaking and Writing skills directly tested. Not only the consistency between the national curriculum and the KCSAT but the increase of LC speech delivery to the average speech rate are required. Above all things, the LC difficulty increase by raising CALP in LC should be applied to enhance the LC validity.
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참고문헌 (34)
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