SAT II

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SAT

From Wikipedia, the free encyclopedia.
For other uses, see SAT (disambiguation).
The SATs (pronounced "S-A-T" not "sat") are standardized tests, formally called the Scholastic Aptitude Tests and Scholastic Assessment Tests, frequently used by colleges and universities in the United States to aid in the selection of incoming freshmen. The SAT is the product of the Educational Testing Service (ETS), a subsidiary of the private, non-profit firm, the College Board. These organizations have a mail address in Princeton, New Jersey, but are not associated with Princeton University.

Function

Unlike with many other countries' education systems, there often are (possibly substantial) differences between U.S. secondary schools, both as regards high schools in separate states and also between high schools in the same state. This is in part a consequence of U.S. federalism. These differences make it difficult for universities to compare prospecitve students—which universities traditionally seek to do, in an effort to determine and admit but the most promising candidates. In the absence of centralized secondary education school leaving exams (such as e.g. administered in Ireland or France), there is a need in the U.S. for standardized tests. U.S. Universities thus use tests such as the SAT and the ACT as a standard way of assessing students that come from many different schools that use different GPA or grading systems.

The tests are generally taken by high school students or graduates wishing to progress to higher education. Test results of applicants are provided to colleges and universities. Entrance to these universities is also almost always based on other factors, such as GPA, teacher recommendations, and participation in extracurricular activities, but some colleges have a threshold score that automatically qualifies a candidate for admission. Scores on the SAT have also been used as a criterion for the awarding of many academic scholarships (see also PSAT).

SATs worldwide

However, non-U.S. school leavers seeking admission with U.S. colleges/universities are often expected to provide SAT or ACT scores. To facilitate this, the SAT tests are offered worldwide. Non-U.S. secondary school students are mostly not informed of the possibility to take these tests (as there is no need for them to do so unless they seek to pursue a degree in the U.S.) and most teachers outside of the U.S. (especially those in non-English speaking countries) would not be aware that their students can take these tests. Thus, taking the SAT is almost entirely a matter of their own discretion for non-U.S. students: They themselves need to find out about the test (typically from U.S. embassies or consulates and/or by obtaining a free "SAT Program Registration Bulletin, International Version") and they then need to contact whatever organization is responsible for administering the test in their area. This can require international travel and fees usually apply.

Administering the SAT series of tests worldwide arguably makes good sense as it facilitates applications from non-U.S. students to U.S. universities and also reduces problems of comparing other countries' education systems with U.S. standards. Some have argued that this enables U.S. universities to "pick the cream of the crop, worldwide".

Finally, as the SAT has been well established for many years and decades, some non-U.S. universities also sometimes may consider SAT scores in their admissions process (but they virtually never require them).

SAT I

The SAT I: Reasoning Test covers two subjects: mathematical and verbal reasoning. Scores on each subject range from 200 to 800, with scores always being a multiple of 10. The test is presented in seven sections: three math, three verbal, and one ungraded experimental section which may be either math or verbal. Each of the seven sections is ordered first by question type, then by difficulty, with the exception of the critical reading question type, which is organized chronologically. For each correct answer, one raw point is added; for each incorrect answer on a question with 5 answer choices, a fourth of a point is deducted; for each incorrect answer on a question with 4 answer choices, a third of a point is deducted. Ten of the questions in the quantitative section are not multiple-choice. They instead require the test taker to input the actual result of their calculations in a five column grid. For these questions, no points are deducted for a wrong answer. The final score is derived from this raw score; the precise conversion chart varies from year to year due to minor variations in test difficulty.

Answer choices are often littered with distractors or Joe Bloggs (usually common mistakes or incomplete calculations). Many students rush through the first portion of easy questions and then get the difficult questions which follow wrong. The average score on the SAT I is in theory 1000 (500 on the verbal, 500 on the math), though the most recent national average is 508 for math, 518 for verbal. The most selective schools in the United States (for example, the Ivies) typically have SAT I averages exceeding 1400. Cal Tech currently has the highest average score for incoming freshmen, at 1510.

In the early 1990s, the SAT consisted of six sections: two math sections (scored together on the 200-800 scale), two verbal sections (scored together on the 200-800 scale), the Test of Standard Written English (scored on a 20-60+ scale), and an equating section used to test new material and compare various exams that did not count at all. In the late 1990s, the exam was modified, removing antonym questions, and adding math questions that were not multiple choice.

In March 2005, the SAT I will be modified and lengthened, removing analogy questions and quantitative comparisons, and adding a writing section based largely on the current SAT II Writing test. In all, the new SAT will contain nine sections, and a total length of 3 hours 45 minutes; with the additional section, a "perfect" score on the new SAT will be 2400.

SAT II

The SAT II: Subject tests are one-hour mostly multiple-choice tests given in individual subjects. The 22 Subject Tests include: Writing (with an essay), Literature, U.S. History, World History, Math Level IC, Math Level IIC, Biology E/M (Ecological or Molecular), Chemistry, Physics, French Reading, French Reading with Listening, German Reading, German Reading with Listening, Spanish Reading, Spanish Reading with Listening, Modern Hebrew Reading, Italian Reading, Latin Reading with Listening, Japanese Reading with Listening, Korean Reading with Listening, Chinese Reading with Listening, and the English Language Proficiency Test. Each individual test is worth 800 points, and colleges often require the writing test, a math test, and a test of the student's choice.

History and name changes

The initials SAT have been used since the test was first introduced in 1901 as the Scholastic Achievement Test and meant to measure the level achieved by students seeking college admission. The test was used mainly by colleges and universities in the northeastern United States. In 1941, after considerable development, the name was changed to the Scholastic Aptitude Test, still the most popular name. The test became much more widely used in the 1950s and 1960s and once was almost universal.

The success of SAT coaching schools, such as Kaplan and the Princeton Review, forced the College Board to change the name again. In 1990, the name was changed to Scholastic Assessment Test, since a test that can be coached clearly did not measure inherent "scholastic aptitude" but only what the test subject had learned in school. This was a major theoretical retreat by the Educational Testing Service, which had previously maintained that the test measured inherent aptitude and was free of bias.

In 1994, however, the redundancy of the term assessment test was recognized and the name was changed to the neutral, and non-descriptive, SAT. At the time, the College Board announced, "Please note that SAT is not an initialism. It does not stand for anything."

The average score was initially designed to be 500 points on each section. However, as the test grew more popular and students from less rigorous schools began taking the test, the average dropped, bottoming out at about 450 for each section. Various attempts at balancing out this decline led to complex statistical anomalies. For example, in certain years it was impossible to get a score of 780 or 790 on a section; one could only get a 770 or below or an 800. To combat this trend, in 1995 the SAT was "recalibrated" (officially, the term is "recentered"), and the average score became again closer to 500. All modern scores are officially reported with an "R" (e.g. 1260R) to reflect this change.

Criticisms

The SAT I has long been the subject of criticism. Critics claim the SAT I is biased towards males and whites (if true, this is somewhat ironic, as one of the original touted advantages of the SAT was that it would give immigrant children an equal chance with traditional elites). Opponents to the SAT propose different solutions, including the offering of different SAT tests targeted at different demographic groups. Furthermore, many of the multiple-choice questions and word analogies have been found to be ambiguous, and some math scores have had to be changed because of errors in scoring them.

One out of four colleges have made the SAT I optional and have begun to pay more attention to other measures of student ability. The University of California system has started to weigh SAT IIs more heavily instead. Other colleges have encouraged the use of the alternate ACT instead. Overall SAT averages for admission are still the subject of self-promotion by colleges and universities, however.

Unlike the SAT I, the SAT IIs have received less controversy, partly because they are more content oriented.

In 2001, Richard C. Atkinson, president of the University of California, urged dropping the SAT I as a college admissions requirement, in a speech to the American Council of Education. Here are some selections from his talk:

"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."
and

"And in 1996, [the College Board] dropped the name altogether and said that the "SAT" was the "SAT" and that the initials no longer stood for anything. Rather than resolving the problem, this rhetorical sleight-of-hand served to underscore the mystery of what the SAT is supposed to measure. ... [People] have no way of knowing what the SAT measures."
In response, the college board has announced that in 2005, a new version of the SAT I will become effective, which will include a writing section, the abolition of analogies, and the addition of shorter reading sections. In addition, the math section will be expanded to cover three years of high school math. Instead of just covering concepts from Geometry and Algebra I, the new SAT math section will contain concepts from Geometry, Algebra I and Algebra II. The new test will be scored out of 2400.

© 2005 About SAT Test