Video Summary - 2025학년도 학교생활기록부 입력 (달라지는 점) + 2028 대입 개편 정리

Overview of the video’s main points

The speaker explains key changes affecting incoming high school freshmen (2025학년도) and how those changes connect to the 2028 college admissions reform. The overall message is that although policies sound “relaxed” (especially the GPA/CSAT), students still face a heavy overall workload.

In practice, students must manage both GPA and CSAT, while also producing strong school-record evidence such as essays, activities, inquiry work, portfolios, and related documentation.

1) 2028 college admissions reform: three major changes (and why “relaxation” may not feel real)

The speaker highlights three core reform themes:

Change to a 5-tier GPA ranking system
- The existing 9-grade system becomes a 5-grade system.
- The intent is to reduce extreme competition (e.g., less sensitivity to tiny differences like 0.1).
- However, the speaker argues the reality is complicated:
  - University quotas and “hidden rankings” remain largely the same, so differentiation still occurs.
  - Even with fewer GPA tiers, differentiation must happen within the top bands (Grade 1/2), so pressure may not disappear.
CSAT (수능) becomes more “integrated” and simpler in format
- The boundary between science and humanities is reduced in how questions are structured.
- The tested scope is narrowed compared to earlier versions.
- Still, the speaker emphasizes CSAT likely won’t be sufficient by itself:
  - Top universities will still require additional measures to rank students with similar scores.
Increasing emphasis on essay-type descriptive assessments in school grading
- School evaluation shifts toward assessments that measure thinking and understanding, not just objective/multiple-choice performance.
- Teachers and schools will need to document growth, activities, and evidence more explicitly in records.

2) Why student pressure may increase under the “GPA + record evidence” reality

Even if the GPA system becomes easier on paper, the speaker notes several ways the burden can remain—or even worsen:

More subjects may be graded relatively (rank-based) rather than absolutely (e.g., fixed A/B/C without ranking pressure).
- In earlier curricula, many electives used absolute grading.
- Under the revised curriculum referenced (2015 → 2020 revision), the speaker claims relative evaluation expands, meaning students must secure top rank standing more often.
The risk of “missing Grade 1” becomes more serious
- Because top schools differentiate within only a few highest bands, losing Grade 1 can hurt more than before.
Universities will supplement with other methods
- For top-tier admissions, the speaker predicts universities will use CSAT plus:
  - detailed record evaluation,
  - in-depth interviews,
  - additional document/portfolio screening, to differentiate students whose GPAs are compressed into fewer bands.

3) A major new issue: universities will see far more detailed school-record information

The speaker describes a significant change in student records:

Previously, universities might only know that a student received “Grade 1 in Korean” or a rough score.
Now universities may access much more detailed breakdowns, such as:
- weighting between components (e.g., assessment vs. written exam percentages),
- deeper information about how school assessments were conducted (portfolios, in-depth reports, speaking performance, etc.).

As a result, schools are pushed to conduct and record performance evaluations that carry weight, meaning students need meaningful effort not only in exams, but also through in-class and activity-based work.

4) CSAT reform doesn’t remove the need to study everything

The speaker reframes CSAT changes:

The reform aims to reduce fragmentation by encouraging more integrated study paths (e.g., social studies + science together).
However, the speaker still believes CSAT alone cannot create enough differentiation.
Key takeaway: first-year students should not drop GPA work simply because CSAT is “easier.”

Strategies suggested include:

improve inquiry/Integrated studies content alongside GPA,
avoid betting everything only on CSAT.

5) Admission trends for 2026 and beyond: “100% CSAT admissions” nearly disappears

The speaker states:

Starting with 2026 admissions, “100% CSAT-only admissions” have virtually disappeared, especially for higher-ranked universities.
Universities increasingly rely on GPA and comprehensive record components, not just CSAT.
Regular admissions are also described as requiring attention to both CSAT and GPA through record evaluation and additional materials.

6) Stronger descriptive assessments + teacher concerns about feasibility and objectivity

The speaker includes a teacher’s perspective:

Descriptive and activity-based documentation can help demonstrate student impact and growth.
But there are concerns:
- descriptive grading across many subjects may increase student workload (and possibly tutoring dependence),
- grading objectivity may be questioned if tasks become overloaded or too subjective.

Despite this, the goal is to evaluate thinking and capabilities through essay-style questions rather than only objective tests.

2025학년도 school record (학생부) input changes: three main points

The speaker then shifts to how school record input changes for first-year students in 2025:

Volunteer work section changes mainly in labeling
- Even if a specific section name is removed, volunteer work tied to school activities can still be recorded.
- The speaker suggests future direction such as club-based “project volunteering” and practical problem-solving.
More detailed competency specifications by subject (and more writing)
- Subject-specific narrative requirements increase, including limits on character counts.
- The speaker describes more writing/content due to curriculum structure (e.g., differences like year-long vs. split subjects).
- Burden remains:
  - students may scramble early in the first semester about what activities to do,
  - there is a key deadline around August 31, with teacher attention required before that.
- Recommendation: leave a strong impression on subject teachers through active class participation and engagement in performance assessments and additional activities.
Change to how autonomous curriculum content (school-specific programs) appears
- Previously, schools had more flexibility to write autonomous-curriculum content into record sections.
- From this year’s first grade, autonomous course content is said to be removed nationwide due to fixed curriculum structure and lack of credit flexibility.
- Students may need to shift writing toward other categories such as:
  - autonomous activities,
  - career activities,
  - or time-covered programs.

Final guidance to students and parents (core advice)

The speaker concludes with practical guidance:

Don’t only focus on GPA or only on CSAT—plan for both.
Actively participate in inquiry activities, focusing on process-based growth (“how” you develop matters more than simply “what” you studied).
Use first year as an experimentation period:
- try different inquiry methods and topics,
- accept trial-and-error as part of building a record.
If advanced inquiry is difficult:
- validate learning by applying it,
- use real-life context,
- if needed, use hints from books/papers to move forward.
Universities may heavily scrutinize school violence cases and can disqualify students or apply significant deductions in some situations—so students must be careful.

Suggested record items for differentiation include:

subject history,
creative activities,
behavioral special selections/comprehensive opinions,
inquiry and other documented school experiences.

Presenters or contributors

Main speaker: Cheonghak High School faculty/staff (name not provided in subtitles)

2025학년도 학교생활기록부 입력 (달라지는 점) + 2028 대입 개편 정리

Key takeaways