Development of College Scholastic Ability Test Items and Improvement Plans for the Integrated Social Studies Subject Based on the 2022 Revised Curriculum - Focusing on the Integration of Geography and History Disciplines -

The 2028 college entrance reform plan introduces significant changes, including the implementation of the College Scholastic Ability Test (CSAT) focused solely on the Integrated Social Studies subject. To prepare for this transition, sample questions for the “Integrated Social Studies and Integrated Science” sections have been released. This study focuses on developing integrated test Items for History and Geography to align with the goals of Integrated Social Studies. The inclusion of interdisciplinary questions is essential, given the strong academic similarities and complementary nature of these subjects.The study categorizes question types along two dimensions: content and form. In terms of content, integration is classified as either within a single achievement standard or across multiple standards. Regarding format, data presentation is divided into parallel and integrated formats, while answer choices are categorized based on whether they integrate between or within the choices. All questions are designed as stand-alone items.A key feature of this study is the use of a paraphrasing approach. By paraphrasing content elements from the History and Geography curricula and incorporating diverse data sources, the study achieves three primary objectives. First, it enables a sustainable evaluation system by utilizing varied materials. Second, it reflects the practical, real-world orientation of Integrated Social Studies while reducing errors associated with overly rigid academic foundations. Third, it allows for the creation of questions that assess critical thinking, moving beyond traditional rote memorization.This integrated approach to developing CSAT items based on History and Geography supports the overall goals of Integrated Social Studies. The application of the paraphrasing method enables the construction of questions with appropriate levels of difficulty and discrimination, facilitating diverse question formats. Ultimately, this study aims to overcome the limitations of the existing multiple-choice evaluation system by fostering conceptual understanding and logical thinking through integrated test designs.