[On-site video+] "I excluded killer questions and secured discrimination through public education."

[Anchor]
The 2025 College Scholastic Ability Test has just begun.

Let's hear a briefing from Choi Joong-chul, chairman of the College Scholastic Ability Test (CSAT), about the basis of the first CSAT held after the decision to increase medical schools.

[Seunggul Oh / Head of the Korea Curriculum Evaluation Institute]
We deeply appreciate all the people who have tolerated the inconvenience. I will briefly explain the progress of the 2025 College Scholastic Ability Test and explain the trend of the questions right away.

As already announced, 522,670 applicants will apply for the College Scholastic Ability Test this year, and the applicants will take the test at 1,282 test sites in 85 test districts nationwide. In addition, 755 test takers who are eligible for the convenience of the test will be provided with the necessary convenience and participate in the test.

The test will begin at 8:40 p.m. and the general test takers will finish by 5:45 p.m., and those who provide convenience for the test will finish at 9:48 p.m.

Objections to the questions will be accepted on the website of the Korea Institute for Curriculum and Evaluation from today. Objections will be received by 6 p.m. on Monday, November 18, and the cases received will be reviewed from the 19th to the 26th. After completing the screening, the correct answer will be confirmed and announced at 5 p.m. on Tuesday, November 26.

Scoring will be done with this confirmed answer, and the test takers will be notified of their grades on December 6. The Korea Institute for Curriculum and Evaluation will do its best to manage the CSAT fairly and strictly.

Now, I will finish my briefing and invite the two chairmen to explain this year's CSAT questions and reviews.

First of all, Professor Choi Joong-chul of Dongguk University is the chairman of the questionnaire committee. And Lee Kwan-yong, professor of Gongju National University of Education, is the chairman of the review committee. Then Chairman Choi Joong-chul will explain the basic direction of the 2025 College Scholastic Ability Test.

[Choi Joongcheol / Chairman of the College Scholastic Ability Test]
Hello. I'm Professor Choi Joong-chul, chairman of the 2025 College Scholastic Ability Test.

First of all, to the examinees who have been preparing for this year's 2025 College Scholastic Ability Test, thank you for your hard work. Please show off your skills and skills you have honed so far without regret.

In addition, I would like to express my respect and gratitude to the parents who took good care of the examinees and to the teachers who guided the examinees.

I would also like to thank the Korea Education Evaluation Institute and the management personnel of the field for their support in order to help the members and reviewers who have lived in a limited space for a long time to concentrate on their work.

The 2025 College Scholastic Ability Test will be conducted in accordance with the 2015 revised high school curriculum in all areas. Korean, math, and vocational exploration subjects are conducted in a common and elective structure, and social and scientific exploration areas can be selected up to two subjects regardless of area, and English, Korean history, second foreign language, and Chinese literature are conducted with absolute evaluation.

In addition, the EBS linkage rate is 50% based on the number of questions, and we wanted to increase the connection experience. The 2025 College Scholastic Ability Test (CSAT) examination and review committee has presented questions to faithfully reflect the content and level of the curriculum and measure the math ability necessary for university education.

In particular, the questions were focused on the core and basic contents of the curriculum to help normalize high school education. In the case of the core content of the curriculum, even if it was covered in the existing test, the form of the question and the method of solving the problem were changed if necessary.

In addition, so-called killer questions were excluded according to the Ministry of Education's measures to reduce private education, and the questions were presented to ensure discrimination only by the contents covered in the public curriculum.

In terms of area, the Korean language area was intended to focus on understanding the knowledge and skills set in the curriculum using fingerprints and materials from various materials, and creative thinking skills that can be applied to various discourses or writings. In addition, we wanted to minimize the possibility of advantages and disadvantages due to elective subjects.

In the math field, questions that can be solved by simply applying technical elements or formulas that can be obtained through overly complex calculations or repetitive training were avoided, and questions that require a faithful understanding of the basic concepts covered in the curriculum and comprehensive thinking skills were presented. In addition, we wanted to minimize the possibility of advantages and disadvantages due to elective subjects.

The English section is designed to measure balanced language skills such as listening, reading, and communication skills using basic vocabulary in the curriculum and vocabulary that is used frequently at the test subject level.

In the field of Korean history, the questions were presented plainly focusing on the core contents to evaluate whether they had basic knowledge of Korean history.

The inquiry area was designed to measure the understanding, exploration ability, and problem-solving ability of concepts and principles within the scope of the curriculum, and it was intended to minimize the possibility of disadvantages between elective subjects.

The second foreign language Chinese section is designed to evaluate the language ability required for basic communication and the understanding of the culture of the language area.

In all areas, the questions were made with the scope and level of the current curriculum in mind to ease students' excessive burden of preparation for exams and to help improve school education, and I would like to tell you again that we were going to make the questions based on the analysis of the results of the mock evaluation conducted twice this year and last year's CSAT.

The allocation of questions comprehensively considered the importance of the curriculum, the difficulty of the question, and the time required to solve the question.

Finally, EBS linkage was linked to EBS SAT textbooks and lectures published for 3rd graders in high school this year under the supervision of the Korea Institute for Curriculum and Evaluation at 50% based on the number of questions by area and subject. The linkage method used concepts, principles, fingerprints, data, and key arguments, or methods of transforming or reconstructing questions.

So far, I've talked about the basic direction of the 2025 CSAT system.

Thank you.