The SAT ( "English respelling pronunciation"> ess-ay- TEE ) is a standard multiple test used for college admissions in the United States. Introduced in 1926, its name and judgment have changed several times; Originally called Scholastic Assessment Test , it was then called the Scholastic Assessment Test , then SAT I: Reasoning Test , then SAT Reasoning Test , and now, just SAT .
SAT is owned, developed, and published by the College Board, a nonprofit private organization in the United States. It is administered on behalf of the College Board by the Educational Testing Service, which until recently developed the SAT as well. This test is intended to assess students' readiness for college. The SAT was originally designed not to be aligned with the high school curriculum, but some adjustments were made to the SAT version introduced in 2016, and College Board chairman David Coleman said he also wanted to make the tests reflect more closely what students learn at school medium.
On March 5, 2014, the College Board announced that a redesigned version of the SAT will be provided for the first time in 2016. The current SAT, introduced in 2016, takes three hours to complete, plus 50 minutes for SAT with essays, and in 2017 costs US $ 45 (US $ 57 with optional essay), excluding late fees, with additional processing fees if SAT is taken outside the United States. Scores in the SAT range from 400 to 1600, combine test results from two 800-point sections: math, and critical reading and writing. Taking the SAT, or its competitors, ACT, is required for the entry of new students to many, but not all, colleges and universities in the United States. Starting with the school year 2015-16, the College Board also announced it will work with Khan Academy, a free online education website to provide free SAT preparation.
Video SAT
Function
SAT is usually taken by junior and senior high school. The College Board states that the SAT measures literacy, numeracy and writing skills required for academic success in college. They claimed that the SAT assessed how well the test takers analyzed and solved the problems - skills they learned at school they would need in college. However, these tests are organized under strict (expedited) time limits to help generate scores.
The College Board also stated that the use of SAT in combination with the average grade of the SMA (GPA) provides a better indicator of success in college than the high school grades alone, as measured by new GPA students. Studies conducted during the SAT period show statistically significant increases in the correlation of secondary school grades and the value of new students when the SAT is taken into account. A large independent validity study on SAT's ability to predict a university student's GPA is done by the University. from California. The results of this study found how well the various predictor variables could explain the variance in the GPA of new students. It was found that an independent high school GPA could account for 15.4% of variance in new student GPA, SAT I (SAT Mathematics and Verbal Section) could account for 13.3% of variance in new student GPA, and SAT II (also known as SAT test subject - in the case of a special UC Writing, Mathematics IC or IIC, plus a third subject test of the student's choice) could account for 16% of the variance in the GPA of the freshman. When my high school and SAT GPAs were combined, they explained 20.8% of the variance in the GPA of freshmen. When the GPA of SMA and SAT II are combined, they explain 22.2% of the variance in the GPA of new students. When my SAT was added to a combination of high school GPA and SAT II, ​​that adds, 1 percentage point increase in explaining variance in college student's GPA for a total of 22.3%.
There are major differences in US funding, curriculum, assessment and difficulties due to US federalism, local control, and the prevalence of private students, distance, and schooling at home. The SAT (and ACT) scores are intended to supplement the secondary school records and help admissions officers enter local data - such as course work, grades, and class ratings - in a national perspective. However, independent research has shown that high school GPA is better than SAT in predicting the value of a college regardless of the type or quality of secondary schools.
Historically, SAT is more widely used by students living in coastal countries and ACT is more widely used by students in the Midwest and South; in recent years, however, an increasing number of students on the East and West coasts have taken ACT. Since 2007, all four-year colleges and universities in the United States that require tests as part of the application for admission will receive SAT or ACT, and over 950 four-year colleges and universities do not require a standardized test score at all to enter.
Maps SAT
Structure
SAT has four parts: Reading, Writing and Language, Math (without calculator), and Math (calculator allowed). Test participants may choose to write essays which, in this case, are part of the fifth test. The total time for parts printed by SAT is three hours (or three hours and fifty minutes if an optional essay section is taken). Some test takers who do not take an essay may also have a fifth part, used, at least in part, for pretesting questions that may appear in future SAT administrations. (These questions are not included in the SAT score calculation.) Two parts score results from taking SAT: Proof Reading and Writing, and Math. The section score is reported on a scale of 200 to 800, and each part of the score is a multiple of ten. The total score for SAT is calculated by adding two parts of the score, resulting in a total score ranging from 400 to 1600. There is no penalty for guessing on the SAT: the score is based on the number of questions answered correctly. In addition to the two-part score, three "test" scores on a scale of 10 to 40 are reported, one for each Reading, Writing and Language, and Mathematics. An essay, if taken, is judged separately from the two parts of the score.
Reading Test
The SAT Reading Test consists of one section with 52 questions and a 65 minute timeout. All questions are multiple choice and based on reading reading. Tables, graphs, and charts can accompany some sections, but math is not required to answer the right questions correctly. There are five parts (up to two of which may be a pair of smaller sections) on the Reading Test and 10-11 questions per section or passage. SAT Reading reads interesting from three main areas: history, social sciences, and science. Every SAT Reading Test always includes: one part of the US or the world literature; one part of the U.S. incorporation document or related text; a section on economics, psychology, sociology, or other social sciences; and, two parts of science. The answers to all questions are based solely on content expressed in or implied by the passage or passage pair pairs.
Write and Test Language
The SAT and Language Writing Test consists of a section with 44 multiple choice questions and a 35 minute time limit. As with the Read Tests, all questions are based on reading passages that may be accompanied by tables, graphs, and charts. Test participants will be asked to read the passages, find errors or weaknesses in the text, and to provide corrections or corrections. Reading passages in this test range are in content from topic arguments to nonfiction narratives in various subjects. Evaluated skills include: increasing the clarity of the argument; increase word choice; improving topic analysis in social science and science; changing sentences or word structures to improve the quality of the organization and the impact of writing; and, improving or improving sentence structure, word usage, and punctuation.
Math
The mathematical part of the SAT is divided into two parts: Mathematical Test - Calculator and Mathematical Test - No Calculator. In total, the SAT math test is 80 minutes long and includes 58 questions: 45 multiple choice questions and 13 grid-in questions. Multiple-choice questions have four possible answers; grid-in questions are free answers and require test takers to provide answers.
- Math Test - No part Calculator has 20 questions (15 multiple choices and 5 grid-ins) and lasts 25 minutes.
- Math Test - The Calculator section has 38 questions (30 multiple and 8 grid-in options) and lasts for 55 minutes.
Some values ​​are given to test participants for math tests. A subscore (on a scale of 1 to 15) is reported for each of the three categories of mathematical content: "Algebraic Heart" (linear equations, systems of linear equations, and linear functions), "Troubleshooting and Data Analysis" (statistics, modeling, and problem solving skills), and "Passport to Advanced Math" (non-linear, radical, exponential and other topics that form the basis of advanced mathematics). The test scores for mathematics tests are reported on a scale of 10 to 40, and the section score (same as the test score multiplied by 20) is reported on a scale of 200 to 800.
Calculator using
All scientific and graphical calculators, including the Computer Algebra System (CAS) calculator, are allowed in the SAT Math - Calculator only section. All four-function calculators are also allowed; However, this device is not recommended. All mobile and smart phone calculators, calculators with QWERTY keyboards, laptops and other portable computers, and calculators capable of accessing the Internet are not allowed.
The study was conducted by the College Board to study the effect of using calculators on SAT I: Mathematical Score of Reasoning Test. The study found that performance in the mathematical section was associated with the rate of use of calculators: those who used calculators in about one-third to one-half of the items scored higher on average than those using the calculator more often or less frequently. However, the effect "is more likely to be the result of students who are able to use different calculators from underprivileged students than using calculators per se." There is some evidence that the frequent use of calculators in schools outside of testing situations has a positive effect on test performance compared with those who do not use the calculators at school.
Question style
Most of the questions in SAT, except the optional essay and grid-in math answers, are multiple choice; all multiple choice questions have four answer options, one of which is true. Thirteen questions in the SAT math section (about 22% of all math problems) are not multiple choices. They instead require test takers to bubble up in numbers in a four-column grid.
All questions on each part of the SAT are given equal weight. For each correct answer, one raw point is added. There are no deductible points for wrong answers. The final score comes from the raw score; the exact conversion chart varies between test administrations.
Logistics
SAT is offered seven times a year in the United States: in August, October, November, December, March, May, and June. This test is usually offered on the first Saturday of each month for the administrative months of October, November, December, May, and June. In other countries, SAT is offered four times a year: in October, December, March, and May. The test was taken by 1,715,481 high school graduates in the class of 2017.
Candidates who wish to take the test may apply online on the College Board website, by mail or by phone, at least three weeks before the test date.
SAT costs $ 45 ($ 57 with optional essays), plus additional fees if tests outside the United States) by 2017. The College Board makes available fee exemptions for low-income students. Surcharges apply for late registration, standby testing, registration changes, phone scores, and extra score reports (excluding the four are provided free of charge).
Candidates whose religious beliefs prevent them taking tests on Saturday may request to take the test the next day, except for the October test date at which the Sunday test date is eight days after the main test offer. The request must be made at the time of registration and may be rejected.
Students with verifiable disabilities, including physical disabilities and learning disabilities, are eligible to take SAT with accommodation. The increase in standard time for students requiring additional time due to learning disability or physical disability is 50% time; 100% time is also offered.
Raw scores, scaled scores, and percentiles
Students received their online score report approximately three weeks after the exam administration (six weeks to submit, paper score), with each section scored on a 200-800 scale and two sub-scores for the writing section: an essay score and a double-choice sub score. In addition to their grades, students receive their percentiles (the percentage of other test participants with lower scores). A raw score, or the number of points earned from the correct answer and missing from the wrong answer is also included. Students may also receive, at an additional cost, the Service Questions and Answers, which provide student answers, correct answers to each question, and online resources explaining each question.
The corresponding percentiles of each scaled score vary from test to test - for example, in 2003, the 800 scale score in both parts of the SAT Reasoning Test corresponded to the 99.9 percentile, while the 800 scale score in the SAT Physics Test corresponded with the percentile to -94. The difference in mean scores relating to percentiles is due to the content of the exam and the caliber of students who choose to take each exam. Subject tests are subject to intensive study (often in AP form, which is relatively more difficult), and only those who know they will perform well tend to take this test, creating a skewed score distribution.
The percentiles that have various SAT scores for college-bound seniors are summarized in the following summary:
The older SAT (before 1995) has very high ceilings. In any given year, only seven of the millions of test takers scored above 1580. A score above 1580 is equivalent to 99.9995 percentile.
By 2015, the average score for Class 2015 is 1490 from a maximum of 2400. It is down 7 points from the grade of the previous grade and is the lowest composite score in the past decade.
comparison of SAT-ACT scores
College Board and ACT, Inc. conducted a joint study of students who took SAT and ACT between September 2004 (for ACT) or March 2005 (for SAT) and June 2006. The table was given for the match score for the students. take the SAT after January 2005 and before March 2016.
In May, 2016, the College Board released a concordance table for concord scores on SATs used from March 2005 to January 2016 to SATs used since March 2016, as well as a table for conformity scores on SATs used since March 2016 for ACT.
History
Many college entrance exams in the early 1900s were specific to each school and required candidates to go to school to take the test. The College Board, a college consortium in the northeastern United States, was formed in 1900 to form a series of nationally-regulated essay tests based on a boarding school curriculum that normally provides graduates to colleges from the Ivy League and the Seven Sisters, among others.
At the same time period, Lewis Terman and others began promoting the use of tests such as Alfred Binet in American schools. Terman specifically thinks that such a test can identify the innate "intelligence quotient" (IQ) in a person. IQ test results can then be used to find a group of elite students who will be given the opportunity to finish high school and continue to college. In the mid-1920s, the increased use of IQ tests, such as the Alpha Army test given to recruit in World War I, led the College Board to the SAT development commission. The Commission, led by Carl Brigham, argues that tests predict success in higher education by identifying candidates primarily on the basis of intellectual promises rather than on special achievements in secondary school subjects. In 1934, James Conant and Henry Chauncey used SAT as a means of identifying scholarship recipients to Harvard University. In particular, Conant wants to find students, other than those from a traditional northeast private school, who can succeed at Harvard. The success of the scholarship program and the advent of World War II led to the end of the University Board essay exam and for the SAT used as the only admissions test for college College Board members.
The SAT rose to prominence after World War II due to several factors. Machine-based printers from multiple choice tests taken with pencils have made it possible to quickly process exams. G.I. Bill generated the entry of millions of veterans into higher education. The establishment of the Educational Testing Service (ETS) also played an important role in the expansion of the SAT beyond the approximately fifty colleges that formed the College Board at the time. ETS was formed in 1947 by the College Board, the Carnegie Foundation for Advancement of Teaching, and the American Council on Education, to consolidate each of the SAT, GRE, and achievement tests developed by Ben Wood for use with Conant's scholarship exam. The new organization is philosophically based on the concept of open-minded scientific research, in testing without doctrine to be sold and with attention to public service. ETS was hired after the death of Brigham, who opposed the formation of such an entity. Brigham felt that the interests of the combined testing agency would be more in tune with sales or marketing than with research into test science. It has been argued that ETS's interest in expanding SAT to support its operations is in line with the wishes of universities and university faculty to have smaller, diverse and more academic student bodies as a means of enhancing research activities. In 1951, about 80,000 SAT were taken; in 1961, about 800,000; and in 1971, about 1.5 million SAT were taken each year.
Timeline of important events in the history of the following SAT.
1901 essay exam
On June 17, 1901, the College Board's first exam was awarded to 973 students in 67 locations in the United States, and two in Europe. Although those who took the tests came from a variety of backgrounds, about a third came from New York, New Jersey, or Pennsylvania. The majority who take the tests come from private schools, colleges, or schools that are awarded. About 60% of those taking the test are applied at Columbia University. The test contains sections of English, French, German, Latin, Greek, history, mathematics, chemistry, and physics. The test is not a multiple choice, but is evaluated based on the essay response as "excellent", "good", "doubtful", "poor" or "very poor".
1926 test
The first SAT Administration took place on June 23, 1926, when it was known as the Scholastic Achievement Test. This test, prepared by a committee led by Princeton psychologist Carl Campbell Brigham, has sections of definitions, arithmetic, classification, artificial language, antonyms, numerical series, analogies, logical inference, and paragraph readings. It was awarded to over 8,000 students in over 300 test centers. Men make up 60% of the test participants. A little over a quarter of men and women are applied to Yale University and Smith College. The test went rather quickly, test participants were given just over 90 minutes to answer 315 questions. The raw value of each participating student is converted to a score scale with an average of 500 and a standard deviation of 100. This scale is effectively equivalent to a 200-800 scale, although students can score well over 800 and less than 200.
1928 and 1929 tests
In 1928, the number of parts in the SAT was reduced to seven, and the time limit increased to slightly under two hours. In 1929, the number of parts was reduced again, this time to six. This change is partially designed to give participants more time-per-inquiry. For the past two years, all parts tested verbal skills: mathematics was completely eliminated from the SAT.
1930 test and 1936 changes
In 1930 the SAT was first broken down into verbal and mathematical sections, a structure that would continue until 2004. The verbal part of the 1930 test included a narrower range of content than its predecessor, checking only antonyms, multiple definitions (somewhat similar to sentence completion), and paragraph reading. In 1936, the analogy was added back. Between 1936 and 1946, students had between 80 and 115 minutes to answer 250 verbal questions (more than one-third were antonyms). The mathematical test introduced in 1930 contains 100 free response questions to answer in 80 minutes, and is focused primarily on speed. From 1936 to 1941, like the 1928 and 1929 tests, the mathematical sections were omitted entirely. When the mathematical part of the test was added back in 1942, it consisted of several choice questions.
1941 and 1942 score scale
Until 1941, the scores on all SATs had been increased to an average of 500 with a standard deviation of 100. Although one test participant could be compared with another for the given test date, comparisons from one year to another would not be possible. For example, a 500 score achieved in SAT taken within a year may reflect a different level of ability than the 500 score achieved in the next year. By 1940, it was clear that setting an average SAT score of 500 each year was unfair to students who happened to take a SAT with a higher average ability group.
To make comparisons of possible cross-year scores, in April 1941 the SAT verbal section was reduced to an average of 500, and the standard deviation of 100, and the verbal section of SAT June 1941 equated (linked) to the April 1941 test. All verbal parts of SAT after 1941 are equated with previous tests so the same score on different SAT will be comparable. Similarly, in June 1942 the mathematical section of the SAT was equated with the mathematical section of April 1942, which was itself related to the verbal part of the SAT of 1942, and all parts of the SAT mathematics after 1942 would be equated with the previous test. From this point, the average SAT score may change over time, depending on the average ability of the group taking the test compared to the approximately 10,600 students who took the SAT in April 1941. The 1941 and 1942 scoring scales will remain in use until 1995.
1946 test and related changes
The verse reading was omitted from the verbal part of the SAT in 1946, and replaced with reading comprehension, and the "double definition" question was replaced with sentence completion. Between 1946 and 1957, students were given 90 to 100 minutes to complete 107 to 170 verbal questions. Beginning in 1958, the deadline became more stable, and for 17 years, until 1975, students had 75 minutes to answer 90 questions. In 1959, questions about the adequacy of the data were introduced to the mathematical section, and then replaced by quantitative comparisons in 1974. In 1974, both the verbal and mathematical sections decreased from 75 minutes to 60 minutes each, with changes in compensatory test compositions decrease in time.
1960s and 1970s lower scores
From 1926 to 1941, scores on the SAT were scaled to make 500 average scores on each section. In 1941 and 1942, SAT scores were standardized through equate tests, and as a consequence, average verbal and math scores could vary over time. In 1952, the average verbal and mathematical scores were 476 and 494, and the scores were generally stable in the 1950s and early 1960s. However, beginning in the mid-1960s and continuing through the early 1980s, the SAT score decreased: the average verbal score dropped by about 50 points, and the average mathematical score fell by about 30 points. By the end of the 1970s, only a third of the test participants were doing as well as the higher half of those who took the SAT in 1963. From 1961 to 1977, the number of SAT taken per year doubled, suggesting that the decline could be explained by demographic changes in groups of students taking SAT. Assigned by the College Board, an independent study of the decline found that most (up to about 75%) of the decline in tests in the 1960s could be explained by changes in composition in the group of students taking the test; however, only about 25 percent of the decline in the 1970s exam score can be described similarly. Later analysis showed that up to 40 percent of the decline in scores in the 1970s could be explained by demographic changes, leaving unknown at least some reason for the decline.
1994 changed
In early 1994, major changes were made to the SAT. Antonim is removed from the verbal passage to make memorization of memorizing vocabulary less useful. Also, the fraction of verbal questions devoted to reading-based material increased from about 30% to about 50%, and the readings were chosen to be more like a typical college level reading material, compared to previous SAT reading sections. Changes to increased emphasis on analytical readings were made in response to a 1990 report issued by a commission established by the College Board. The Commission recommends that SAT should, inter alia, "approach closer skills used in college and high school work". A compulsory essay has been considered for the new version of SAT; however, criticism from minority groups as well as the increased cost of tests required to assess the essay prompted the College Board to cancel it from planned changes.
Major changes were also made to the current section of SAT mathematics, in part because of the influence of suggestions made by the National Council of Mathematics Teachers. Test participants are now allowed to use the calculator in the SAT math section. Also, for the first time since 1935, the SAT will now include some non-multiple mathematical problems, instead requiring students to provide answers. In addition, some of these "student-generated response" questions may have more than one correct answer. Mathematical content tested on SAT extends to include the concept of line slope, probability, basic statistics including median and mode, and calculation problems.
1995 reschedule (increase the average value back to 500)
In the early 1990s, the average SAT score was about 900 (typically, 425 on verbal and 475 on mathematics). The average value in the 1994 modification of my SAT is similar: 428 on verbal and 482 on mathematics. SAT scores for applicants who are accepted into highly selective colleges in the United States are usually much higher. For example, the median range of 50% of applicants admitted to Princeton University in 1985 was 600 to 720 (verbal) and 660-750 (mathematics). Similarly, the median scores on modified SAT 1994 for new students entering Yale University in the fall of 1995 were 670 (verbal) and 720 (mathematics). For most SAT takers, however, the verbal and mathematical scores were below 500: In 1992, half of the senior students tied to the SAT scored between 340 and 500 in the verbal section and between 380 and 560 in the mathematics section, with a median score 420 and 470 respectively.
The decrease in SAT's verbal score, in particular, means that the usefulness of the SAT scales scale (200 to 800) has become degraded. At the top of the verbal scale, a significant gap occurs between the raw score and the uncorrected score: the perfect raw score no longer corresponds to 800, and a single omission of 85 questions can lead to a 30 or 40 point drop. in scaled scores. Correction to a score above 700 is needed to reduce the gap size and to make a perfect raw score score in 800. At the other end of the scale, about 1.5 percent of test takers will score below 200 in the verbal part if it has not been the minimum score reported. Although the average mathematics score is closer to the center of scale (500) than the verbal score, the mathematical score distribution is no longer well approximated by the normal distribution. These problems, among others, suggest that the original scoring scale and reference group of about 10,000 students who took the SAT in 1941 needed to be replaced.
Beginning with a test held in April 1995, the SAT score scale was reconditioned to return a mathematical and verbal average score close to 500. Although only 25 students had received a perfect score of 1600 in all 1994, 137 students who took the April test scored 1600. The new scale using a reference group of about one million seniors in the 1990 class: the scale is designed so that the SAT score of this group would have an average of 500 and a standard deviation of 110. Because the new scale would not be directly comparable to the old scale, the score was given in April 1995 and then officially reported with "R" (eg, "560R") to reflect changes in scale, practices continued through 2001. Scores granted before April 1995 were comparable to the scale recentered using the official College Board table. For example, a verbal and mathematical score of 500 received prior to 1995 corresponds to a score of 580 and 520, respectively, on a 1995 scale.
1995 controversy refocus
Certain educational organizations view the SAT centering initiative as an attempt to prevent international shame from falling test scores, even among the best students. As a proof, it was shown that the number of students who scored above 600 on the verbal part of the test had fallen from 112,530 peaks in 1972 to 73,080 in 1993, 36% backslide, despite the fact that the total number of laboratory tests had increased to over 500,000. Other authors argue that evidence for the decline in the quality of students is mixed, citing that the reduction of SAT use by elite colleges has lowered the number of high score printers on the test, that the top scorers in ACT have shown little change over the same period, and that the proportion of children aged The 17-year-old who scored at the highest level of performance on the NAEP's long-term trend assessment has been stable for decades.
2002 change - Selected Score
Since 1993, using a policy called "Selected Score", students who take SAT-II exam subjects can choose whether or not to report the resulting score to a college where the student enrolls. In October 2002, the College Board dropped the Choice Score option for the SAT-II exam, which matched the scoring policy for traditional SAT tests that required students to release all grades to college. The College Board says that, under the old scoring policy, many students waiting to release the score will forget to do so and miss the acceptance deadline. It was also suggested that the old policy allows students the choice of a score to report favored students who are able to retake the test.
2005 changes, including a new 2400-point score
In 2005, the test was changed again, largely in response to criticism by the University of California system. In order to have SAT more closely reflect the high school curriculum, some types of questions are omitted: analogies of verbal passages and quantitative comparison items from mathematical sections. The new writing section, with an essay, is based on the SAT II Exam Writing Exam, â € <â €
In March 2006, it was announced that a small percentage of SAT taken in October 2005 had been misjudged because the test papers were 'damp and did not scan properly, and that some students had received the wrong score. The College Board announced that they would change scores for students who were rated lower than they did, but at this point many of these students had enrolled into college using their original scores. The College Board decides not to change the scores for students who are rated higher than they produce. The lawsuit was filed in 2006 on behalf of 4,411 students who received the wrong score on SAT. The class action lawsuit was completed in August 2007, when the College Board and Pearson Educational Measurement, the company that scored the SAT, announced that they would pay $ 2.85 million into the settlement fund. Under the agreement, each student can choose to receive $ 275 or make a claim for more money if he feels the damage is greater. A similar misalignment occurred at the secondary school admissions test in 2010-2011, when the ERB (Educational Records Bureau) announced, after the admission process was completed, that errors were made in the 2010 student test assessment (17%), who had taken the Independent School Entrance Exam for went into private high school for 2011. Commenting on the effect of the error on a student's school app at The New York Times, David Clune, President of the ERB stated "This is a lesson we all learn at some point - that life is unfair."
2008 changed
As part of an effort to "reduce student stress and improve exam day experience", at the end of 2008 the College Board announced that the Options Score option, recently dropped for the SAT subject test, will be available for both SAT and SAT subject tests starting in March 2009. At that time, some college admissions officials agreed that the new policy would help ease the anxiety of student tests, while others questioned whether the change was primarily an attempt to make the SAT more competitive with ACT, which has long had a comparable scoring option policy. Realizing that some colleges want to see scores of all tests taken by a student, under this new policy, the College Board will encourage but not force students to follow the requirements of each college where the score will be sent. A number of highly selective colleges and universities, including Yale, the University of Pennsylvania, Cornell, and Stanford, rejected the Options Score option at the time and kept asking applicants to submit all grades. Others, such as MIT and Harvard, allow students to choose which score they propose, and only use the highest score of each section when making an acceptance decision. Still others, such as Oregon State University and the University of Iowa, allow students to choose which score they are proposing, considering only the date of the test with the highest combined score when making an acceptance decision.
2012 changed
Beginning in fall 2012, test takers are required to submit photos that are currently recognizable during enrollment. In order to be accepted at a specified test center, students are required to present their photo entry passes - or other acceptable form of photo ID - to be compared to that submitted by the student at the time of enrollment. The change was made in response to a series of fraud incidents, especially in high school in Long Island, New York, where high-value test takers used fake photo IDs to take SAT to other students. In addition to the photo registration requirements, test takers are asked to identify their high school, where their scores as well as the photos submitted will be sent. In the case of investigations involving the validity of a student's test score, his photograph may be made available to the institution that has sent the score. Any college provided access to student photos is first required to state that they are all accepted students.
2016 changes, including returning to a 1600-point score
On March 5, 2014, the College Board announced its plan to redesign the SAT in order to link the exam closer to the classroom student meeting. New exams are given for the first time in March 2016. Some of the major changes are: emphasis on the use of evidence to support answers, vague change of vocabulary to words likely to encounter students in college and career, a mathematical section focused on the area fewer, returning to a score of 1600 points, an optional essay, and the abolition of punishment for wrong answers (just a rights score). To combat the perceived benefits of an expensive exam preparation course, College Board announced a new partnership with Khan Academy to offer free online practice issues and instructional videos.
Rename
SAT has changed its name several times since it was introduced in 1926. It was originally known as the Scholastic Achievement Test. In 1990, the commission established by the College Board to review the proposed changes to the program SAT recommends that the meaning of SAT initialism will be changed to "Test Ratings SAT" for "test that integrates the measure of achievement and ability are developed. Can no longer be accurately described as a talent test ". In 1993, the College Board changed the test name to SAT I: Reasoning Test; at the same time, the name of the Achievement Test is changed to SAT II: Subject Test. The reasoning tests and the subject tests should be collectively known as the Scholastic Assessment Test. According to the president of the College Board at the time, the name change was intended "to improve the impression among some that the SAT measures something innate and resistant to change without effort or instruction." The SAT only debuted in March 1994, and is called the Scholastic Assessment by major news organizations. However, in 1997, the College Board announced that the SAT can not be properly called the Scholastic Assessment test, and that the letters SAT does not apply to anything. In 2004, the Roman numerals on the SAT I: Reasoning Test is dropped, making Cogent SAT SAT test a new name.
The gap-math achievement tests
In 2002, Richard Rothstein (scholar and educational columnist) wrote in The New York Times that the average US mathematicians at SAT and ACT are continuing their decade-long increase on the national oral average on tests.
Reusing the old SAT exam
The College Board has been accused of completely reusing the SAT paper previously granted in the United States. Recycling of questions from previous exams has been utilized to allow for cheating in exams and confirmed the validity of some student test scores, according to college officials. The exam preparation company in Asia has been found to provide test questions to students within hours of the new SAT exam administration.
Description
Association with culture
For decades many critics have accused the designers of the SAT verbal cultural bias as an explanation for the difference in scores between poorer and richer test takers. The famous (and long ago) example of this bias in my SAT is the question of the oarsman-regatta analogy. The object of the question is to find the pair of terms that have the most similar relationship to the relationship between "runner" and "marathon". The correct answer is "rowing" and "screen race". The correct choice of answers is considered to have required student familiarity with rowing, a sport popular among the rich. However, according to Murray and Herrnstein, black and white differences are smaller in questions based on such a culture than in questions that appear to be culturally neutral. The analogy question has been replaced by a short reading.
Association with family income
A report from The New York Times states that family income can account for many of the variance in SAT scores. In response, Lisa Wade, a contributor to the Society Pages website, commented that those with higher family incomes "tend to have better teachers, richer educational environments, more educated people who can help them with school and, at times, expensive SAT lessons. "However, University of California system research found that after controlling family income and parental education, the already low SAT ability to measure aptitude and college readiness drops sharply greater ability and readiness of students to measure the ability of high school and SAT II GPAs respectively remain non-reduced (and even slightly increased). The University of California system requires SAT and SAT II from applicants to the UC system for four years included in the study. They further found that, after controlling family income and parental education, the so-called achievement test known as SAT II measured the aptitude and readiness of college 10 times higher than the SAT. As with racial bias, the correlation with income can also be attributed to the social class of the test-maker, although according to The Bell Curve's author, empirical research shows that poorer students actually perform poorly on questions believed to be "neutral "compared to what they call" special. "
Association with gender
The largest association with sex on SAT is found in the mathematics section, where male students, on average, score higher than female students about 30 points. In 2013, the American College Testing Board released a report stating that boys outperform girls in the math test section.
Some researchers believe that differences in scores for race and gender are closely related to psychological phenomena known as stereotypical threats. The stereotype threat occurs when an individual who identifies himself in a subgroup of people, takes the test and finds a stereotype (usually of American origin) on their subgroup. This along with additional test anxiety, will usually lead to low test performance for affected individuals or groups. This is because individuals are under increasing pressure to overcome stereotypical threats and prove them wrong. This form of stereotype can be translated into gender or racial bias and found in various SAT tests covering the entire year it has been there. Gender bias from the SAT test can occur in certain sections that include the question or the reading itself. This bias itself is usually for that against women. These specific examples can be seen in the demographic, verbal/reading and mathematical sections of the SAT test.
For demographic samples, students are often asked to identify their race or gender before taking the exam, but this alone is enough to create a threat because it places gender or race issues ahead and center of their mind.
For a mathematical example, a question in the May 2016 SAT test involved a chart that identified more boys than girls in the overall math class. Because of this, the girls who took the test may feel that math is not for them and may even feel as if they are not smart enough to finish to engage in math and/or the question itself. It is also based on a common general stereotype that "men are better in mathematics than women,"
For verbal/reading examples, the question in the SAT May 2016 test asks students to analyze and interpret the 19th century th polemic stating that a woman's place is at home. The reading reading itself was paired with the "Elder of Slavery and Abolitionism" in 1837 by Catherine E. Beecher with 183 answers from Angelina E Grimkà ©  © who was an abolitionist at the time. Essay Beecher argues that women have a lower stature than men and are able to be the best when in a domestic situation while GrimkÃÆ'  © argues that there is no one's right to be paralyzed just because of their gender. Questions about the parts are considered by critics as common ground but the placement of these parts may have been the real problem. Because parts of it may initially have allowed this new information to linger in the minds of test takers for the rest of their exam time, especially women who may now have a new notion of being intellectually competent in doing things other than homework and tasks.
Studies show that teaching on stereotypical threats may offer a practical way to reduce their detrimental effects. This can be shown when women are informed about stereotypical threat issues in standard tests, they tend to achieve higher scores. Thus, telling women about the threat of stereotypes can be a useful intervention to improve their performance in threatening testing situations. This is also known as stereotypical threat mitigation. The main study supporting this finding comes from two renowned educational professionals known as Claude Steele and Steve Spencer. For their study, they made a test which is a close replication to the math section on a SAT or GRE exam. With this test, one group from each sex will be given a test with intro sentences. Other groups in each sex will not be given this sentence. The sentence itself states: You may have heard that women are not as good as men in standard hard mathematical tests, but that is not true for certain standard math tests; In this particular test, women always do as well as men. The result is as follows: among participants who were not given intro sentences, where women still could feel the threat of stigma confirmation, women performed worse than men who were equally skilled. But among the participants who were given intro sentences that said the tests did not show gender differences, where women were free from confirming anything about being a woman, women were done at the same level as equally skilled men. Their poor performance has been eliminated. In another study, researchers created mathematical tests of similar mathematical exam sections that made men and women solve difficult mathematical problems that were described either as a problem-solving task or as a math test. In the third condition (intervention-teaching), the test was also described as a math test, but participants were also told that stereotypical threats could interfere with the mathematical performance of women and that the threat itself should not be considered true for any woman.. The results show that women behave worse than men when problems are described as math tests (where stereotypical threats are not discussed), but are no different from men in problem-solving conditions or those who learn about stereotypical threats. For women in intervention-teaching conditions where they learn about threats, they do have a greater overall performance than women without this treatment.
Association with race and ethnicity
African American, Hispanic, and Native American students, on average, performed a lower standard deviation on SAT than white and Asian students.
The researchers believe that the difference in scores is closely related to the overall achievement gap in American society between students from different racial groups. This gap may be explained in part by the fact that students from disadvantaged racial groups tend to go to schools that provide a lower quality of education. This view is supported by evidence that black-and-white gaps are higher in cities and more racially segregated environments. It has also been argued that the threat of stereotyping has a significant effect in decreasing the achievement of minority students. For example, African-Americans performed worse on tests when told that the test measures "verbal reasoning ability", than when no mention of the test subject was made. Other studies mention poor minority skills in key courses relevant to SAT (English and math), as well as peer pressure on students who try to focus on their schoolwork ("act white"). Cultural issues are also seen among black students in richer households, with accomplished parents. John Ogbu, a Nigerian-American anthropology professor, found that instead of looking for their parents as role models, black youths chose other models such as rapper and did not propose to be good disciples. However, they feel that racism is wrong.
One set of studies has reported the function of differential goods - that is, some test questions function differently based on the race-taking race group, reflecting some kind of systematic difference in the group's ability to understand a particular test question or to acquire the knowledge needed to answer them. In 2003 Freedle published data showing that black students have little advantage over verbal questions that are labeled as difficult on SAT, while white and Asian students tend to have little advantage over easily labeled questions. Freedle argues that these findings suggest that the "easy" item is using more easily understood vocabularies for white-skinned middle-class students rather than for minorities, who often use different languages ​​in the home environment, whereas difficult items use complex languages ​​learned only through lectures and textbooks, allowing both groups of students to obtain them. The study was strongly criticized by the ETS board, but the findings were replicated in subsequent studies by Santelices and Wilson in 2010.
There is no evidence that SAT scores systematically underestimate the performance of minority students in the future. However, the predictive validity of the SAT has been shown to depend on the dominant ethnic and racial composition of the college. Several studies have also shown that African American students are less employed in college relative to their white counterparts with similar SAT scores; researchers argue that this may be because white students tend to benefit socially outside the educational environment (eg, high parental involvement in their education, inclusion in campus academic activities, positive bias of teachers and fellow racers) that result in a class better.
Christopher Jencks concluded that as an African American group has been harmed by the introduction of a standard entrance exam such as SAT. This, according to him, is not because the test itself is flawed, but because of label bias and selection bias; tests measure the skills that African Americans might have in their socialization, rather than the skills they are likely to develop. In addition, standard entrance exams are often labeled as general ability tests, rather than certain aspects of ability. Thus, the resulting situation in which African American capability is consistently underestimated in the educational and workplace environment, contributes in turn to a selection bias against those who aggravate underachievement.
Perception
Dropping SAT
More and more colleges have joined the optional SAT movement. This college does not require SAT to enter.
One example of a college that does this is Drew University in New Jersey. Once they have adopted the optional SAT policy, they have a 20% increase in the app. Dean of Reception Mary Beth Carey said that "Our own research shows us that the average grade of SMA is by far the most important predictor of success in college." Colleges report that they receive their most diverse classes as a result of the policy.
In a 2001 speech to the American Council on Education, Richard C. Atkinson, president of the University of California, urged to bring down the SAT as a college admission requirement:
Anyone involved in education should care about how excessive emphasis on SAT is distorting education priorities and practices, how tests are perceived by many as unjust, and how it can have a devastating impact on the self esteem and aspirations of young students. There is widespread agreement that overemphasis on SAT is detrimental to American education.
Responding to a threat by the University of California to drop the SAT as a admission requirement, the College Entrance Examination Board announced the SAT restructuring, to take effect in March 2005, as described above.
In the 1960s and 1970s there was a movement to impose achievement values. After some time, re-introducing states, states and provinces agree that academic standards have declined, students have less learning, and are less serious about learning. They reintroduced the test after research and studies concluded that high-risk tests yielded benefits that exceeded the cost.
Study IQ
Frey and Detterman (2003) investigated the association of SAT scores with intelligence test scores. By using general mental ability estimates, or g , based on the Armed Services Vocational Aptitude Battery, which can be considered best as representing crystallized intelligence (learned abilities), they find the SAT score to be highly correlated with g (r =.82 in their sample,.857 when adjusted for non-linearity) in their samples taken from the 1979 national probability survey. In addition, they investigated the correlation between SAT results, using a revised test form and rearranged, and scores on the Advanced Raven Progressive Matrix, fluid intelligence test (reasoning), this time using a non-random sample. They found that the correlation of SAT results with scores on the Advanced Raven Progressive Matrix was 0.483. They estimated that this latter correlation would be about 0.72 if not for the limitation of the range of abilities in the sample. They also note that there appears to be a ceiling effect on the Raven score that may have suppressed the correlation. Beaujean and colleagues (2006) have reached the same conclusions reached by Frey and Detterman.
Get started
SAT preparation is a very profitable field. The field was pioneered by Stanley Kaplan, whose SAT preparation course began in 1946 as a 64 hour course. Many companies and organizations offer exam preparation in the form of books, classes, online courses, and study guidance. The test preparation industry begins almost simultaneously with the introduction of university entrance exams in the US and is growing from scratch.
The College Board believes that SAT is basically unworkable and research by the College Board and the College Admissions Counseling Association shows that lesson lessons result in an average increase of about 20 points in the mathematics section and 10 points on the verbal part. Other studies showed significantly different results. A longitudinal study from Ohio State showed that taking a private SAT preparation class correlated with a higher score of ~ 60 points. A study from Oxford showed that training courses increased the score by an average of 56 points.
Montgomery and Lilly (2012) conducted a systematic literature review of all SAT coaching research published to seek high-quality research (defined as those with randomized controlled trials). They found that randomized treatment resulted in the acquisition of V/M 23/32 points for a total of 56; high-quality studies that showed the highest increase in scores were Johnson (1984; San Francisco) based on a 30-hour preparation course that showed an average increase of 178 points. Johnson San Francisco's study is also the only high-quality study found on a 30-hour or more preparatory course, although the validity of this outlier study is uncertain due to a reduction of half the participants.
Used by high IQ communities
Certain IQ communities, such as Mensa, Prometheus Society and Triple Nine Society, use scores from certain years as one of their acceptance tests. For example, the Three Nine Society received a score of 1450 or greater on the SAT test taken before April 1995, and a minimum score of 1520 on tests taken between April 1995 and February 2005.
SAT is sometimes given to students younger than 13 by organizations such as Adult Youth Mathematics Studies, Johns Hopkins Center for Talented Youth, Duke TIP, and other organizations that use results to select, study and mentor exceptional student abilities.
Writing section
In 2005, MIT's Author Director, Pavan Sreekireddy, composed a long essay versus essay score on the new SAT of the released essay and found a high correlation between them. After studying more than 50 multilevel essays, he found that longer essays consistently produced higher scores. In fact, he argues that just by measuring the length of the essay without reading it, the given essay score may be determined correctly over 90% of the time. He also found that some of these essays are full of factual errors; The College Board does not claim value for factual accuracy.
Perelman, along with the National Council of English Teachers also criticized the writing section of 25 minutes of exams to undermine writing classroom teaching standards. They say that writing teachers who train their students for SAT will not focus on revision, depth, accuracy, but will instead produce long, formulaic, and long-winded pieces. "You get teachers to train students to be bad writers," Perelman concluded.
See also
- ACT (test), college entrance exam, competitor to SAT
- College admission in the United States
- List of acceptance tests
- PSAT/NMSQT
- SAT Subject Exam
References
Further reading
- Balf, Todd (March 6, 2014). "The Story Behind the SAT Reform". New York Times Magazine . Source of the article : Wikipedia
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