영재학교 및 과학고등학교 입학전형 물리 문항의 특성 분석: 교육과정 정합성 및 문항 적합성을 중심으로

초록

This study empirically analyzed the extent to which 88 physics problems used in science and gifted high school admissions from the 2023 to 2025 academic years reflected the national curriculum (2015 Revised Curriculum) and conformed to the item appropriateness criteria specified in the admissions policy guidelines (2020 Admissions Process Improvement Plan). The results indicated that, across content domains, both types of schools showed a strong focus on force and motion. However, gifted schools demonstrated a relatively higher level of integration across multiple conceptual domains than science high schools. Regarding inquiry skills, the admissions problems heavily emphasized data collection, analysis, and interpretation, as well as mathematical reasoning. In contrast, they largely excluded integrated inquiry skills such as problem identification and evidence-based discussion and argumentation. The analysis of item appropriateness showed that the problems generally represented the factors of curriculum compliance and logical reasoning. In contrast, most items remained at the lowest level on the policy-emphasized factors of openness, interdisciplinarity, and creative and critical thinking. This limitation appears to stem from the structural closedness of written, short-answer test formats, which are inevitably adopted to ensure scoring fairness and objectivity in large-scale, time-constrained selection contexts. In conclusion, the findings highlight a persistent structural gap between declarative educational policies and actual assessment practices in current admissions processes. As practical alternatives to address this gap, this study proposes introducing conditionally open-ended items and multi-stage problems, along with the development of multidimensional scoring rubrics to ensure objectivity and fairness in evaluation.

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