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| + | This is really a nice forum to get information I need!. The post here helped me a lot. Thank your guys, and I wish I could do something to help back. |
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| − | The '''SAT Reasoning Test''' is a [[standardized testing|standardized test]] for college admissions in the [[Education in the United States|United States]]. The SAT is administered by the College Board corporation, a [[non-profit organization]] in the United States,<ref name=about>{{cite web |url=http://www.collegeboard.com/about/index.html |title=About the College Board |accessmonthday=[[May 29]] |accessyear=[[2007]] |publisher=[[College Board]]}}</ref> and is developed, published, and scored by the [[Educational Testing Service]] (ETS). |
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| + | This is really a nice forum to get information I need!. The post here helped me a lot. Thank your guys, and I wish I could do something to help back. |
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| − | The current SAT Reasoning Test is administered in about 4 hours and costs $43 ($68 International),<ref name=costs>{{cite web |url=http://www.collegeboard.com/student/testing/sat/calenfees/fees.html |title=SAT Fees: 2007–08 Fees |accessmonthday=[[May 29]] |accessyear=[[2007]] |publisher=[[College Board]]}}</ref> excluding late fees. After SAT's introduction in [[1901]], its name and scoring has changed several times. In 2005, the test was renamed as "SAT Reasoning Test" with possible scores from 600 to 2400 combining test results from three 800-point sections (math, critical reading, and writing), along with other subsections scored separately (see details below). |
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| − | ==Structure== |
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| − | SAT consists of three major sections: [[mathematics|Mathematics]], Critical [[Reading]], and [[Writing]]. Each section receives a score on the scale of 200–800. All scores are multiples of 10. Total scores are calculated by adding up scores of the three sections. Each major section is divided into three parts. There are 10 sub-sections, including an additional 25-minute experimental or "equating" section that may be in any of the three major sections. The experimental section is used to [[Norm-referenced test|normalize]] questions for future administrations of the SAT and does not count toward the final score. The test contains 3 hours and 45 minutes of actual timed sections,<ref name=FAQ>{{cite web |url=http://www.collegeboard.com/student/testing/sat/about/sat/FAQ.html |title=SAT FAQ: Frequently Asked Questions |accessmonthday=[[May 29]] |accessyear=[[2007]] |publisher=[[College Board]]}}</ref> although most administrations, including orientation, distribution of materials, and completion of the biographical sections, run about 4 hours (10–25 minutes per sub-section) long. |
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| − | [[Image:No test material on this page.svg|200px|thumb|[[Intentionally blank page]] in the style used in the SAT.]] |
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| − | ===Critical Reading=== |
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| − | The Critical Reading, formerly verbal, section of the SAT is made up of three scored sections, two 25-minute sections and one 20-minute section, with varying types of questions, including sentence completions and questions about short and long reading passages. Critical Reading sections normally begin with 5 to 8 sentence completion questions; the remainder of the questions are focused on the reading passages. Sentence completions generally test the student's [[vocabulary]] and understanding of sentence structure and organization by requiring the student to select one or two words that best complete a given sentence. The bulk of the Critical Reading questions is made up of questions regarding reading passages, in which students read short excerpts on social sciences, humanities, physical sciences, or personal narratives and answer questions based on the passage. Certain sections contain passages asking the student to compare two related passages; generally, these consist of short reading passages as well as longer passages. Since this is a timed test, the number of questions about each passage is proportional to the length of the passage. |
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| − | ===Mathematics=== |
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| − | The [[Mathematics]] sections of the SAT consists of three scored sections. There are two 25-minute sections and one 20-minute section, as follows: |
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| − | * One of the 25-minute sections is entirely multiple choice, with 20 questions. |
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| − | * The other 25-minute section contains eight multiple choice questions and 10 grid-in questions. |
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| − | * The shorter section is all multiple choice, with only 16 questions. |
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| − | Notably, the SAT has done away with [[quantitative comparison]] questions on the math section, leaving only questions with straightforward [[Symbol|symbolic]] or [[Number|numerical]] answers. Since the quantitative comparison questions were well-known for their deceptive nature—often turning on the student's recognition of a single exception to a rule or pattern—this choice has been equated to a philosophical shift away from "trickery" and toward "straight math" on the SAT. Also, many test experts have attributed this change, like the addition of the new writing section, to an attempt to make the SAT more like the [[ACT_(examination)|ACT]]. Indeed, there is a correlation between ACT scores and SAT scores.<ref>[http://admissionchances.com/college_graph.php?college_names=144&status=applied&yog=All&y=5&x=3&u=&submit=View+College+Stats Scatterplots of Harvard ACT and SAT as a crude example]</ref><ref>[http://admissionchances.com/college_graph.php?college_names=405&status=applied&yog=All&y=5&x=1&u=&submit=View+College+Stats Scatterplots of Berkley ACT and SAT as a crude example]</ref> |
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| − | Hello everybody, I saw this forum recently and I think it is time for me to join. I'm attracted to your topics here. I hope I can find trustable people here. C ya around |
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| − | Hello everybody, I saw this forum recently and I think it is time for me to join. I'm attracted to your topics here. I hope I can find trustable people here. C ya around |
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| − | ===Questions=== |
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| − | Most of the questions on the SAT are [[multiple choice]]; all multiple-choice questions have five answer choices, one of which is correct. The questions of each section of the same type are generally ordered by difficulty. However, an important exception exists: Questions that follow the long and short reading passages are organized chronologically, rather than by difficulty. Ten of the questions in one of the math sub-sections are not multiple choice. They instead require the test taker to bubble in a number in a four-column grid. |
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| − | The questions are weighted equally. For each correct answer, one raw point is added. For each incorrect answer one-fourth of a point is deducted. No points are deducted for incorrect math grid-in questions. This ensures that a student's [[Expected value|mathematically expected gain]] from guessing is zero. The final score is derived from the raw score; the precise conversion chart varies between test administrations. |
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| − | The SAT therefore recommends only making educated guesses, that is, when the test taker can eliminate at least one answer he or she thinks is wrong. Without eliminating any answers one's probability of answering correctly is 20%. Eliminating one wrong answer increases this probability to 25%; two, a 33.3% probability; three, a 50% probability of choosing the correct answer and thus earning the full point for the question. |
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| − | {| class="prettytable" |
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| − | ! Section !! Average Score !! Time (Minutes)!!Content |
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| − | |- |
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| − | | Writing ||497||60||[[Grammar]], [[usage]], and [[word]] choice |
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| − | |- |
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| − | | Mathematics ||518||70||[[Number]] and [[Operation (mathematics)|operations]]; [[algebra]] and [[Function (mathematics)|functions]]; [[geometry]]; [[statistics]], [[probability]], and [[data analysis]] |
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| − | |- |
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| − | | Critical Reading ||503||70||[[Critical]] [[reading]] and [[Sentence (linguistics)|sentence]]-level reading |
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| − | |} |
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| − | |||
| − | ===History of the structure of the test=== |
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| − | In the early 1990s, the SAT consisted of six sections: Two math sections (scored together on a 200–800 scale), two verbal sections (scored together on a 200–800 scale), the '''Test of Standard Written English''' (scored on a 20–60+ scale), and an equating section. In 1994, the exam was modified, removing [[antonym]] questions, adding math questions that were not multiple choice, and allowing the use of a calculator for the first time. The average score on the 1994 modification of the SAT I was usually around 1000 (500 on the verbal, 500 on the math). The most selective schools in the United States (for example, those in the [[Ivy League]]) typically had SAT averages exceeding 1400 on the old test. |
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| − | Beginning with the [[March 12]], [[2005]] administration of the exam, the SAT Reasoning Test was modified and lengthened. Changes included the removal of [[analogy]] questions from the Critical Reading (formerly Verbal) section and quantitative comparisons from the Math section, and the inclusion of a writing section (with an essay) based on the former SAT II Writing Subject Test. The Mathematics section was expanded to cover three years of high school mathematics. |
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| − | |||
| − | ==Taking the test== |
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| − | The SAT is offered seven times a [[year]] in the [[United States]], in October, November, December, January, March (or April, alternating), May, and June. The test is typically offered on the first Saturday of the month for the November, December, May, and June administrations. In other countries, the SAT is offered on the same dates as in the [[United States]] except for the first spring test date (i.e., March or April), which is not offered. In 2006, the test was taken 1,465,744 times.<ref name=SATpercentiles /> |
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| − | Candidates may either take the SAT Reasoning Test or up to three [[SAT Subject Tests]] on any given test date, except the first spring test date, when only the SAT Reasoning Test is offered. Candidates wishing to take the test may register online at the College Board's website, by mail, or by telephone, at least three weeks before the test date. |
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| − | The SAT Subject Tests are all given in one large book on test day. Therefore, it is actually immaterial which tests, and how many, the student signs up for; with the possible exception of the language tests with listening, the student may change his or her mind and take ''any'' tests, regardless of his or her initial sign-ups. |
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| − | The SAT Reasoning Test costs $43 ($68 International). For the Subject tests, students pay a $20 Basic Registration Fee and $8 per test (except for language tests with listening, which cost $20 each).<ref name=costs /> The College Board makes fee waivers available for low income students. Additional fees apply for late registration, standby testing, registration changes, scores by telephone, and extra score reports (beyond the four provided for free). |
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| − | Candidates whose religious beliefs prevent them from taking the test on a Saturday may request to take the test on the following Sunday, except for the October test date in which the Sunday test date is eight days after the main test offering. Such requests must be made at the time of registration and are subject to denial. |
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| − | Students with verifiable disabilities, including physical and learning disabilities, are eligible to take the SAT with accommodations. The standard time increase for students requiring additional time due to learning disabilities is 50%. |
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| − | |||
| − | ==Raw scores, scaled scores, and percentiles== |
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| − | Students receive their online score report approximately three weeks after administration of the test (six weeks for mailed, paper scores), with each section graded on a scale of 200–800 and two sub scores for the writing section: the essay score and the multiple choice sub score. In addition to their score, students receive their [[percentile]] (the percentage of other test takers with lower scores). The raw score, or the number of points gained from correct answers and lost from incorrect answers (ranges from just under 50 to just under 60, depending upon the test), is also included.<ref>http://www.collegeboard.com/sat/help/global/viewscores/</ref> Students may also receive, for an additional fee, the Question and Answer Service, which provides the student's answer, the correct answer to each question, and online resources explaining each question. |
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| − | The corresponding percentile of each scaled score varies from test to test—for example, in 2003, a scaled score of 800 in both sections of the SAT Reasoning Test corresponded to a percentile of 99.9, while a scaled score of 800 in the SAT Physics Test corresponded to the 94th percentile. The differences in what scores mean with regard to percentiles are because of the content of the exam and the caliber of students choosing to take each exam. Subject Tests are subject to intensive study (often in the form of an [[Advanced Placement Program|AP]], which is relatively more difficult), and only those who know they will perform well tend to take these tests, creating a skewed or non-linear distribution of scores. |
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| − | The percentiles that various SAT scores for college-bound seniors correspond to are summarized in the following chart:<ref>{{cite web |url=http://www.collegeboard.com/prod_downloads/highered/ra/sat/SATPercentileRanksCompositeCR_M_W.pdf |title=SAT Percentile Ranks for Males, Females, and Total Group:2006 College-Bound Seniors—Critical Reading + Mathematics + Writing |accessmonthday=[[May 29]] |accessyear=[[2007]] |format=[[PDF]] |publisher=[[College Board]]}}</ref><ref name=SATpercentiles>{{cite web |url=http://www.collegeboard.com/prod_downloads/highered/ra/sat/SATPercentileRanksCompositeCR_M.pdf |title=SAT Percentile Ranks for Males, Females, and Total Group:2006 College-Bound Seniors—Critical Reading + Mathematics|accessmonthday=[[May 29]] |accessyear=[[2007]] |format=[[PDF]] |publisher=[[College Board]]}}</ref> |
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| − | {| class="prettytable" |
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| − | ! Percentile !! Score, 1600 Scale<br/>(official, 2006) !! Score, 2400 Scale<br/> (official, 2006) |
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| − | |- |
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| − | | 99.98 || 1600 || 2400 |
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| − | |- |
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| − | | 99.65 || ≥1550 || ≥2300 |
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| − | |- |
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| − | | 99 || ≥1480 || ≥2200 |
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| − | |- |
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| − | | 98 || ≥1450 || ≥2140 |
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| − | |- |
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| − | | 97 || ≥1420 || ≥2100 |
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| − | |- |
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| − | | 88 || ≥1380 || ≥1900 |
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| − | |- |
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| − | | 83 || ≥1280 || ≥1800 |
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| − | |- |
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| − | | 78 || ≥1200 || ≥1770 |
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| − | |- |
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| − | | 72 || ≥1150 || ≥1700 |
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| − | |- |
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| − | | 61 || ≥1090 || ≥1600 |
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| − | |- |
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| − | | 48 || ≥1010 || ≥1500 |
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| − | |- |
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| − | | 36 || ≥950 || ≥1400 |
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| − | |- |
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| − | | 15 || ≥810 || ≥1200 |
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| − | |- |
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| − | | 4 || ≥670 || ≥1010 |
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| − | |- |
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| − | | 1 || ≥520 || ≥790 |
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| − | |} |
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| − | The older SAT (before 1995) had a very high ceiling. In any given year, only seven of the million test-takers scored above 1580. A score above 1580 was equivalent to the 99.9995 percentile. |
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| − | <ref name="psychom">{{cite paper |author= Membership Committee |date= 1999 |url= http://www.prometheussociety.org/mcreport/memb_comm_rept.html#Some%20Available%20Psychometric%20Instruments |
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| − | |format= |title= 1998/99 Membership Committee Report |publisher= [[Prometheus Society]] |version= |
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| − | |accessdate= 2006-07-26 }} </ref> |
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| − | ==Historical development== |
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| − | Originally used mainly by colleges and universities in the north-eastern United States, and developed by [[Carl Brigham]], one of the psychologists who worked on the Army Alpha and Beta tests<!-- Reference, Kline, K. and Davidshofer, C 2005 -->, the SAT was originally developed as a way to eliminate test bias between people from different socio-economic backgrounds. |
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| − | ===1901 test=== |
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| − | The College Board began on [[June 17]], [[1901]], when 973 students took its first test, across 67 locations in the United States, and two in Europe. Although those taking the test came from a variety of backgrounds, approximately one third were from [[New York]], [[New Jersey]], or [[Pennsylvania]]. The majority of those taking the test were from private schools, academies, or endowed schools. About 60% of those taking the test applied to [[Columbia University]]. The test contained sections on English, [[French (language)|French]], [[German (language)|German]], [[Latin]], [[Greek (language)|Greek]], history, mathematics, [[chemistry]], and [[physics]]. The test was not multiple choice, but instead was evaluated based on essay responses as "excellent," "good," "doubtful," "poor," or "very poor."<ref name=Frontline1>{{cite web|url=http://www.pbs.org/wgbh/pages/frontline/shows/sats/where/1901.html | title=frontline: secrets of the sat: where did the test come from?: the 1901 college board | accessdate=2007-10-20 |work=Secrets of the SAT |publisher=[[Frontline (US TV series)|Frontline]]}}</ref> |
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| − | ===1926 test=== |
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| − | The first administration of the SAT occurred on [[June 23]], [[1926]], when it was known as the Scholastic Aptitude Test.<ref name=CBHistorical /><ref name=Frontline2 /> This test had sections of [[definition]]s, [[arithmetic]], classification<!-- possibly [[Classification (literature)]] ? I don't know, and it's hard to find a source -->, artificial language<!-- I'm hesitant to link to [[artificial language]], since the meaning could be so broad -->, [[antonym]]s, number series, [[analogies]], [[logical inference]], and paragraph reading. It was administered to over 8,000 students at over 300 test centers. Men composed 60% of the test-takers. Slightly over a quarter of males and females applied to [[Yale University]] and [[Smith College]] respectively. <ref name=Frontline2>{{cite web|url=http://www.pbs.org/wgbh/pages/frontline/shows/sats/where/1926.html | title=frontline: secrets of the sat: where did the test come from?: the 1926 sat | accessdate=2007-10-20 |work=Secrets of the SAT |publisher=[[Frontline (US TV series)|Frontline]]}}</ref> The test was paced considerably quickly, with 315 questions asked in only a little over an hour and a half.<ref name=CBHistorical>{{cite web |url=http://www.collegeboard.com/research/pdf/rr20027_11439.pdf |format=[[PDF]] |title=Research Report No. 2002-7: A Historical Perspective on the SAT®: 1926–2001 |year=[[2002]] |accessdate=2007-10-20 |last=Lawrence |first=Ida |coauthors=Rigol, Gretchen W.; Van Essen, Thomas; Jackson, Carol A. |publisher=College Entrance Examination Board}}</ref> |
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| − | ===1928 and 1929 tests=== |
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| − | In 1928 the number of verbal sections was reduced to 7, and the time limit was increased to slightly under two hours. In 1929 the number of sections was again reduced, this time to 6. These changes in part loosened time constraints on test-takers. Math was eliminated entirely for these tests, instead focusing only on verbal ability.<ref name=CBHistorical /> |
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| − | ===1930 test and 1936 changes=== |
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| − | In [[1930]] the SAT was first split into the verbal and math sections, a structure that would continue through [[2004]]. The verbal section of the 1930 test covered a more narrow range on content than its predecessors, examining only antonyms, double definitions (somewhat similar to sentence completions), and paragraph reading. In [[1936]], analogies were re-added. Between 1936 and [[1946]], students had between 80 and 115 minutes to answer 250 verbal questions (over a third of which were on antonyms). The mathematics test introduced in 1930 contained 100 free response questions to be answered in 80 minutes, and focused primarily on speed. From 1936 to [[1941]], like the 1928 and 1929 tests, the mathematics section was eliminated entirely. When the mathematics portion of the test was re-added in [[1942]], it consisted of multiple choice questions.<ref name=CBHistorical /> |
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| − | ===1946 test and associated changes=== |
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| − | Paragraph reading was eliminated from the verbal portion of the SAT in 1946, and replaced with reading comprehension, and "double definition" questions were replaced with sentence completions. Between 1946 and [[1957]] students were given 90 to 100 minutes to complete 107 to 170 verbal questions. Starting in [[1958]] time limits became more stable, and for 17 years, until [[1975]], students had 75 minutes to answer 90 questions. In [[1959]] questions on data sufficiency were introduced to the mathematics section, and then replaced with quantitative comparisons in [[1974]]. In 1974 both verbal and math sections were reduced from 75 minutes to 60 minutes each, with changes in test composition compensating for the decreased time.<ref name=CBHistorical /> |
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| − | ===1994 changes=== |
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| − | In [[1994]] the verbal section received a dramatic change in focus. Among these changes were the removal of antonyms, and an increased focus on passage reading. The mathematics section also saw a dramatic change in 1994, thanks in part to pressure from the [[National Council of Teachers of Mathematics]]. For the first time since 1935, the SAT asked some non-multiple choice questions, instead requiring students to supply the answers. 1994 also saw the introduction of calculators into the mathematics section for the first time in the test's history. The mathematics section introduced concepts of probability, slope, elementary statistics, counting problems, median and mode.<ref name=CBHistorical /> |
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| − | ===2005 changes=== |
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| − | In 2005, the test was changed again, largely in response to criticism by the [[University of California system]].<ref>http://www.dailynexus.com/article.php?a=3385</ref> Because of issues concerning ambiguous questions, especially [[analogy|analogies]], certain types of questions were eliminated (the analogies disappeared altogether). The test was made marginally harder, as a corrective to the rising number of perfect scores. A new writing section was added, in part to increase the chances of closing the opening gap between the highest and midrange scores. Other factors included the desire to test the writing ability of each student in a personal manner; hence the essay. The New SAT (known as the SAT Reasoning Test) was first offered on [[March 12]], [[2005]], after the last administration of the "old" SAT in January of 2005. |
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| − | ==Name changes and recentered scores== |
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| − | In 1990, because of uncertainty about the SAT's ability to function as an [[intelligence test]], the name was changed to Scholastic Assessment Test. Finally, in 1994, the name was changed to simply SAT (with the [[Pseudo-acronym|letters not standing for anything]]). Now the test is commonly referred to as the SAT Reasoning Test. |
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| − | The test scoring was initially scaled to make 500 the mean score on each section with a [[standard deviation]] of 100.{{fact|date=October 2007}} As the test grew more popular and more students from less rigorous schools began taking the test, the average dropped to about 428 Verbal and 478 Math. The SAT was "recentered" in 1995, and the average "new" score became again close to 500. Scores awarded after 1994 and before October 2001 are officially reported with an "R" (e.g. 1260R) to reflect this change. Old scores may be recentered to compare to 1995 to present scores by using official College Board tables, which in the middle ranges add about 70 points to Verbal and 20 or 30 points to Math. In other words, current students have a 70 and 30 point advantage over their parents. |
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| − | ==Scoring problems of October 2005 tests== |
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| − | In March of 2006, it was announced that a small percentage of the SAT tests taken in October 2005 had been scored incorrectly due to the test papers being moist and not scanning properly, and that some students had received substantially erroneous scores. The College Board announced they would change the scores for the students who were given a lower score than they earned, but at this point many of those students had already applied to colleges using their original scores. The College Board decided not to change the scores for the students who were given a higher score than they earned. A lawsuit was filed in 2005 by about 4,400 students who received an incorrect low score on the SAT. The class-action suit was settled in August 2007 when The College Board and another company that administers the college-admissions test announced they would pay $2.85 million to over 4,000 students. Under the agreement each student can either elect to receive $275 or submit a claim for more money if he or she feels the damage was even greater.<ref>{{cite web|url=http://chronicle.com/news/index.php?id=2911 |title=$2.85-Million Settlement Proposed in Lawsuit Over SAT-Scoring Errors |accessdate=2007-08-27 |date= [[2007-08-24]] |last=Hoover |first=Eric |Publisher=The Chronicle of Higher Education}}</ref> |
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| − | ==Criticism== |
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| − | ===Bias=== |
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| − | A famous example of alleged bias in the SAT I is the [[oarsman]]-[[regatta]] analogy question.<ref>''Don't Believe the Hype'', Chideya, 1995; ''[http://epaa.asu.edu/epaa/v3n2.html The Bell Curve]'', Hernstein and Murray, 1994</ref> The object of the question was to find the pair of terms that have the relationship most similar to the relationship between "runner" and "marathon". The correct answer was "oarsman" and "regatta". |
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| − | [[Image:1995-SAT-Education2.png|right|thumb|200px|]] |
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| − | [[Image:1995-SAT-Income2.png|right|thumb|200px|As depicted above, SAT scores vary according to race, income, and parental educational background.]] |
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| − | The question relied upon students knowing the meaning of the two terms, referring to a sport popular with the wealthy. While 53% of white students correctly answered the question, only 22% of black students did.<ref>http://www.zmag.org/racewatch/znet_race_instructional5.htm</ref> Analogy questions have since been replaced by short reading passages. However, gaps in scoring between black students and white students persist.<ref>http://www.collegeboard.com/prod_downloads/highered/ra/sat/CR_M_%20W_PercentileRanksGenderEthnicGroups.pdf</ref> |
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| − | ===Dropping SAT=== |
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| − | Some [[Liberal arts colleges in the United States|liberal arts colleges]] have responded to this criticism by joining the [[Liberal_arts_colleges_in_the_United_States#SAT_optional_movement|SAT optional movement]]. These colleges do not require the SAT for admission. |
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| − | In a 2001 speech to the [[American Council on Education]], [[Richard C. Atkinson]], then president of the [[University of California]], urged dropping the SAT Reasoning Test as a college admissions requirement: |
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| − | :"Anyone involved in education should be concerned about how overemphasis on the SAT is distorting educational priorities and practices, how the test is perceived by many as unfair, and how it can have a devastating impact on the self-esteem and aspirations of young students. There is widespread agreement that overemphasis on the SAT harms American education."<ref>http://www.ucop.edu/pres/speeches/achieve.htm</ref> |
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| − | In response to threats by the University of California to drop the SAT as an admission requirement, the College Entrance Examination Board announced the restructuring of the SAT, to take effect in March 2005, as detailed above. |
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| − | ===Essay=== |
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| − | In 2005, [[MIT]] Writing Director [[Les Perelman]] plotted essay length versus essay score on the new SAT from released essays and found a high correlation between them. After studying 23 graded essays he found that the longer the essay was, the higher the score. He also discovered that several of these essays were full of factual errors. However, the official SAT guide for scorers state that the essays should be scored according to their quality of writing and not factual accuracy. The National Council of Teachers of English also criticize the 25-minute writing section of the test, arguing that the basic principles of writing encourage the revision of written material several times. They say that the amount of time allowed for the test pushes schools to develop a formulaic system of writing.<ref>http://www.nytimes.com/2005/05/04/education/04education.html?ei=5090&en=94808505ef7bed5a&ex=1272859200&partner=rssuserland&emc=rss&pagewanted=all</ref> |
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| − | ==See also== |
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| − | {{wikibooks|SAT Study Guide}} |
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| − | *[[SAT Subject Tests]] |
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| − | *[[List of admissions tests]] |
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| − | *[[SAT Essay Prompts]] |
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| − | *[[PSAT/NMSQT]] |
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| − | *[[ACT (examination)]], a college entrance exam, competitor to the SAT |
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| − | *[[Swedish Scholastic Aptitude Test]] |
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| − | ==References== |
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| − | <div class="references-small"> |
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| − | <references/> |
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| − | </div> |
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| − | *Achter, J. A., Lubinski, D., & Benbow, C. P. (1996). Multipotentiality among the intellectually gifted: "It was never there and already it's vanishing." Journal of Counseling Psychology Vol 43(1) Jan 1996, 65-76. |
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| − | *Afshari, M. R. (1980). A comparison of the predictive validities of the Scholastic Aptitude Test and a Piagetian Test of Formal Operations: Dissertation Abstracts International. |
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| − | *Albright, R. L. (1979). An analysis of the effectiveness of the Scholastic Aptitude Test battery and high school rank as predictors of the long-term academic success and differential academic achievement outcomes for Black students attending two predominantly Black colleges: Dissertation Abstracts International. |
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| − | *Alderman, D. L. (1981). Student self-selection and test repetition: Educational and Psychological Measurement Vol 41(4) Win 1981, 1073-1081. |
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| − | *Zeidner, M. (1987). Gender and culture interaction effects on scholastic aptitude test performance: Some Israeli findings: International Journal of Psychology Vol 22(1) Feb 1987, 111-119. |
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| − | *Zeidner, M. (1987). Test of the cultural bias hypothesis: Some Israeli findings: Journal of Applied Psychology Vol 72(1) Feb 1987, 38-48. |
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| − | *Zeidner, M. (1988). Cultural fairness in aptitude testing revisited: A cross-cultural parallel: Professional Psychology: Research and Practice Vol 19(3) Jun 1988, 257-262. |
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| − | *Zeidner, M. (1990). Does test anxiety bias scholastic aptitude test performance by gender and sociocultural group? : Journal of Personality Assessment Vol 55(1-2) Fal 1990, 145-160. |
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| − | *Zeidner, M. (1991). Test anxiety and aptitude test performance in an actual college admissions testing situation: Temporal considerations: Personality and Individual Differences Vol 12(2) 1991, 101-109. |
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| − | *Zeidner, M., & Nevo, B. (1992). Test anxiety in examinees in a college admission testing situation: Incidence, dimensionality, and cognitive correlates. Lisse, Netherlands: Swets & Zeitlinger Publishers. |
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| − | *Zeleznik, C., Hojat, M., & Veloski, J. (1983). Long-range predictive and differential validities of the Scholastic Aptitude Test in medical school: Educational and Psychological Measurement Vol 43(1) Spr 1983, 223-232. |
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| − | *Zwick, R., & Green, J. G. (2007). New perspectives on the correlation of SAT scores, high school grades, and socioeconomic factors: Journal of Educational Measurement Vol 44(1) Mar 2007, 23-45. |
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| − | *Zwick, R., & Schlemer, L. (2004). SAT Validity for Linguistic Minorities at the University of California, Santa Barbara: Educational Measurement: Issues and Practice Vol 23(1) Spr 2004, 6-16. |
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| − | *Zwick, R., & Sklar, J. C. (2005). Predicting College Grades and Degree Completion Using High School Grades and SAT Scores: The Role of Student Ethnicity and First Language: American Educational Research Journal Vol 42(3) Fal 2005, 439-464. |
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| − | *Zyphur, M. J., Islam, G., & Landis, R. S. (2007). Testing 1, 2, 3, ...4? The personality of repeat SAT test takers and their testing outcomes: Journal of Research in Personality Vol 41(3) Jun 2007, 715-722. |
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| − | ==Further reading== |
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| − | * Frey, M.C. and Detterman, D.K. (2003) Scholastic Assessment or ''g''? The Relationship Between the Scholastic Assessment Test and General Cognitive Ability. ''Psychological Science,'' 15(6):373–378. [http://www.missouri.edu/~aab2b3/Detterman.g.Psychological.Science.pdf PDF] |
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| − | * Gould, Stephen Jay. ''The Mismeasure of Man''. W. W. Norton & Company; Rev/Expd edition 1996. ISBN 0-393-31425-1. |
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| − | * Hoffman, Banesh. ''The Tyranny of Testing''. Orig. pub. Collier, 1962. ISBN 0-486-43091-X (and others). |
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| − | * Owen, David. ''None of the Above: The Truth Behind the SATs''. Revised edition. Rowman & Littlefield, 1999. ISBN 0-8476-9507-7. |
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| − | * Sacks, Peter. ''Standardized Minds: The High Price of America's Testing Culture and What We Can Do to Change It''. Perseus, 2001. ISBN 0-7382-0433-1. |
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| − | * Zwick, Rebecca. ''Fair Game? The Use of Standardized Admissions Tests in Higher Education''. Falmer, 2002. ISBN 0-415-92560-6. |
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| − | ==External links== |
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| − | *[http://www.collegeboard.com/student/testing/sat/about/SATI.html Official SAT Reasoning Test page] |
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| − | [[Category:Aptitude measures]] |
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| − | [[Category:Entrance examinations]] |
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| − | [[Category:Psychometrics]] |
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Revision as of 20:39, 19 August 2010
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