A Study of Validation on a Modular-Type for Test Construction in the College Scholastic Ability Test

The purpose of this study is to attempt to analyze the validity of the modular-type test construction implemented in the CSAT (College Scholastic Ability Test) of 2014. In order to test this, we analyzed the item difficulty and item discrimination according to different modules of the test items of Regional Coalition Academic Tests (RCAT), which is similar to CSAT. Based on the results of the analysis, topic comprehension module and detail information module have turned out to be rather easy test items with relatively high difficulty and discrimination. On the other hand, writing module, grammar/vocabulary module, and interaction module have proved as items with lower difficulty and discrimination. Based on the results of the study, we propose the possibility of applying level-differentiated test on the assumption that it would be easier to derive the complementarity of the construction of modular tests and to minimize the mutual interference between test items. Also, since a module is a group of similar test items that measure the same ability, we discussed the possibility to create a test format that corresponds to learner level, learning content, and the learning environment by adjusting the proportion of each module.