The purpose of this study is to investigate the usefulness and characteristics of itemtypes used in the English tests in the College Scholastic Ability Test (CSAT) that were administered from 2005 to 2010, in an effort to provide some basic information for the improvement of the CSAT. To this end, this study surveyed 50 English language education and testing specialists with a questionnaire that contained evaluation questions adapted from the qualities of test usefulness suggested by Bachman and Palmer (1996) and Y.-M. Kim (2010). The results show that there are 5 weak item types in the listening part and two in the reading part in terms of test usefulness. The integration, coreness, and difficulty hierarchy of the item types also revealed some weaknesses. Suggestions are made on the basis of the results for the improvement of the test in a new format.
I. INTRODUCTION
II. REVIEW OF LITERATURE
III. THE METHOD
IV. RESULTS AND DISCUSSION
V. CONCLUSION
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