2028학년도 대학입시제도 개편안과 중장기 대입제도 전환 방향에 대한 서울 지역 교원의 인식

초록

This study analyzed high school teachers in Seoul regarding their perceptions of the 2028 College Admission Reform Plan and the improvement of the college admission system, with the aim of deriving policy implications for mid- to long-term reform discussions. To achieve this objective, a survey was administered to high school teachers in Seoul-a region characterized by intense college admission competition and high sensitivity to educational policy changes-and 294 responses were analyzed using descriptive statistics along with supplementary analyses including the Wilcoxon signed-rank test, correlation analysis, weighted ranking scores, co-selection analysis, and content analysis. The major findings are as follows: First, the surveyed teachers perceived that the 2028 College Admission Reform Plan would generally have a negative impact on the operation of the high school curriculum and the High School Credit System. Second, regarding the influence of the College Scholastic Ability Test (CSAT), perceptions were mixed between maintaining its current level of influence and changing its role until the 2028 admission cycle, but in responses assuming the period after 2032, teachers tended to agree with gradually reducing the influence of the CSAT and transforming it into a qualification exam. Third, from a mid- to long-term perspective, respondents showed a tendency to support the transition of both the CSAT and school-based assessment to an absolute grading system. Also, while negative responses were prevalent regarding the introduction of descriptive and essay-type assessments in both the CSAT and school-based assessment, acceptance of such assessments was higher in responses assuming the period after 2039 than in those assuming the period after 2032. Fourth, positive reception was observed regarding the integration of early and regular admission tracks and the adjustment of admission schedules. Fifth, national curriculum revision and the mitigation of university hierarchy were identified as important policy and institutional conditions for improving the college admission system. Based on these results, the study suggests the need for mid- to long-term discussions on redefining the role of the CSAT, transitioning the CSAT and school-based assessment toward absolute grading, establishing institutional conditions for expanding descriptive and essay-type assessments, and integrating early and regular admission tracks.

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