[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-267201-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-267201-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","english-language-testing-in-korea-with-special-respect-to-the-college-scholastic-ability-test-research-overview-and-evaluation","English Language Testing in Korea - With Special Respect to the College Scholastic Ability Test - research overview and evaluation","","English Language Testing in Korea examines how language assessment has evolved toward more authentic measurement, especially in a test-driven society. It reviews historical language-testing theories from grammar-translation and discrete-point psychometric approaches to integrative, communication-focused assessment. The discussion surveys major English tests for college admission, including TOEFL, IELTS, PTCE, SAT, and CSAT, and evaluates problems in existing English testing in Korea. The paper then proposes desirable directions for using CSAT to better reflect appropriate language teaching and learning goals.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/english-language-testing-in-korea-with-special-respect-to-the-college-scholastic-ability-test-research-overview-and-evaluation/267201/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/english-language-testing-in-korea-with-special-respect-to-the-college-scholastic-ability-test-research-overview-and-evaluation/267201.png","ImageObject",300,407,{"name":42,"@type":43},"WPS_1786070896","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-09-14",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",23,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the paper emphasize backwash effects in language testing for Korea?","Question",{"text":63,"@type":64},"In Korea’s test-dependent context, the paper treats backwash as potentially beneficial to language teaching and learning methods, especially for major examinations like CSAT.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What shortcomings does the paper attribute to early language testing before the 1950s?",{"text":68,"@type":64},"It argues that translation- and grammar-knowledge-focused tests relied heavily on teacher subjectivity and did not measure functional communication ability in real-life settings.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper compare discrete-point testing with integrative testing?",{"text":72,"@type":64},"It notes that discrete-point tests cannot holistically assess comprehension or production beyond individual elements, while integrative tests aim to evaluate more global language use for communication.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},267201,1789415978,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":80,"read_time":145,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","# English Language Testing in Korea-With Special Respect to the College Scholastic Ability Test\n\nByoung-Man Jeon*  \n## 1.Introduction\n\nWhen we consider the current situation of language testing insuch a test-dependent society as Korea,we find that theCollege Scholastic Ability Test (CSAT),one of the mostimportant and crucial tests,is considered backwash',which canbe beneficial to language teaching/learning methods.Until 1993,the English tests for College Entrance had not appropriatelymeasured the four skills of English but only one skill,readingcomprehension ability.Moreover,most of the test items used inthese tests are multiple-choice(MC)ones,which are useful formaintaining the scientific accuracy because of the massivenumber of the examinees.However,trends and tendency oflanguage testing today should be direct and authentic.  \nIn this paper,Ill briefly review not only the historico-theoretical perspective examining the development of languagetesting but various test types such as Test of English as aForeign Language(TOEFL)and International English LanguageTesting System(IELTS).Also,I'll review the development ofthe English tests for College Entrance Examination such as the  \nPreliminary Test for the College Entrance (PTCE),theScholastic Ability Test(SAT),and the College ScholaristicAbility Test(CSAT).Finally,T'll discuss the problems ofEnglish tests of these three test types used in Korea andsuggest the desirable directions for appropriately using theCSAT in the Korean educational situation.  \n## 2.Overview of Language Testing Theories\n\n### 2.1 Development of Language Testing\n\nIn reviewing the development of language testing,Spolsky(1978)suggested three major historical periods in languagetesting:prescientific'period,'psychometric-structuralist'period,and integrative-sociolinguistics'period.The first period was theone roughly prior to the early 1950s.During this period,themain teaching method was grammar-translation,i.e.,readingoriented teaching approach,through which the learners offoreign language could improve their reading ability bypracticing translation between the target language and thenative one.Moreover,this method included the exercises ofgrammar concerning special usages,exceptions to the generalrules,etc.This method was pointed out to have many drawbacksin dealing with functional proficiency of communication because itfocused primarily on the written language instead of the spokenone.  \nLanguage tests consisted largely of translation or measurementof knowledge about grammatical items.As a result,these kinds  \nof tests depended entirely on the teacher's subjective judgmentand thus rarely had the scientific analysis such as validity,reliability,item analysis,etc.The following quotation fromClark(1983:431)explains the criticism of language testing ofthis period:  \n..the testing approaches utilized during this period wouldobviously not for the most part have served to measurevalidly the student's ability to make use of the languageas a means of functional communication in real-life'situations outside of the classroom setting.  \nNext,the psychometric-structuralist period extended from theearly 1950s to the late 1960s,and it was closely related withstructuralism and empiricism.During this period,the moststriking of the influential methods was contrastive analysisintroduced by Lado(1961),which compared the target languagewith the native one.Lado extended this assumption tolanguage testing by asserting the necessity of discrete pointtesting.In order to maintain the scientific accuracy of languagetesting,discrete point testing was developed as a measurementto test one point at a time.Especially it was attempted thatthe selection of test items should be based on contrastiveanalysis which was considered a more reliable scientificapproach than the teachers'voluntary intuition.  \nLanguage testing during this period tended not only tomeasure the correlation coefficiency between test scores butalso to validate the item analysi","cbCaijw5GBp9ERwR","https://ap.wps.com/l/cbCaijw5GBp9ERwR","pdf",35799486,26,"English","# 1. Introduction\n# 2. Overview of Language Testing Theories\n## 2.1 Development of Language Testing","[{\"question\":\"Why does the paper emphasize backwash effects in language testing for Korea?\",\"answer\":\"In Korea’s test-dependent context, the paper treats backwash as potentially beneficial to language teaching and learning methods, especially for major examinations like CSAT.\"},{\"question\":\"What shortcomings does the paper attribute to early language testing before the 1950s?\",\"answer\":\"It argues that translation- and grammar-knowledge-focused tests relied heavily on teacher subjectivity and did not measure functional communication ability in real-life settings.\"},{\"question\":\"How does the paper compare discrete-point testing with integrative testing?\",\"answer\":\"It notes that discrete-point tests cannot holistically assess comprehension or production beyond individual elements, while integrative tests aim to evaluate more global language use for communication.\"}]","English Language Testing in Korea - With Special Respect to the College Scholastic Ability Test - research overview and evaluation | PDF",66]