HOW VALUABLE IS THE S.A.T.?

PEDIATRICS ◽  
1989 ◽  
Vol 83 (4) ◽  
pp. A56-A56
Author(s):  
J. F. L.

Most societies have some sort of rite of passage from childhood to adulthood. The aborigine in Australia send adolescents into the wilderness on a "walkabout." German noblemen prove their maturity by acquiring dueling scars. Americans have one in which their young people spend three high-pressured hours filling in little boxes. Anthropologists call it "Taking the Scholastic Aptitude Test." What do they measure? To anyone with lingering faith in Santa Claus, the Easter Bunny and truth-in-packaging, the answer is obvious: The Scholastic Aptitude Test measures scholastic aptitude. For that answer score zero. The test was created in 1926, when people still believed that there was something called intelligence that experts could measure and put a number on. Scholastic aptitude was its academic counterpart. Today no one believes that intelligence is that simple, and developers of the aptitude test have backed away from claiming to measure aptitude. What does the test tell colleges? The College Board says the examination predicts college grades in the freshman year. The technical term is predictive validity, which is measured on a scale of zero to one. Zero means that the result would be as random as using a zip code. A perfect 1.0 means that everyone with high test scores will get high grades, everyone with low scores will get low grades and so forth. Testmakers' research shows that college freshmen grades can be predicted with a validity of 0.42 based on the aptitude test, 0.48 based on high school grades and 0.55 if both are used. Since colleges already have students' grades, the incremental advantage of having the test scores is 0.07. Do test scores change admissions decisions? In a new book, "The Case Against the S.A.T.," James Crouse and Dale Trushei.m of the University of Delaware argue that the test is "valid but redundant." They conducted their own studies and concluded that by using high school grades alone, they could come to the same conclusion as admissions directors in all but 3 percent of cases-not enough, in their opinion, to justify the whole enterprise.

1978 ◽  
Vol 71 (3) ◽  
pp. 168-180
Author(s):  
James S. Braswell

From time to time I have been asked to speak to groups of high school mathematics teachers about the mathematical portion of the Scholastic Aptitude Test (SAT). This article affords an opportunity to provide current information about this test to a greater audience of mathematics teachers and others interested in mathematics education.


1984 ◽  
Vol 54 (4) ◽  
pp. 389-413 ◽  
Author(s):  
Brian Powell ◽  
Lala Carr Steelman

Public attention has been drawn to recent reports of state-by-state variation in standardized test scores, in particular the Scholastic Aptitude Test (SAT). In this paper, Brian Powell and Lala Carr Steelman attempt to show how the dissemination of uncorrected state SAT scores may have created an inaccurate public and governmental perception of the variation in educational quality. Their research demonstrates that comparing state SAT averages is illadvised unless these ratings are corrected for compositional and demographic factors for which states may not be directly responsible.


1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.


1965 ◽  
Vol 21 (1) ◽  
pp. 199-206 ◽  
Author(s):  
Francis W. King ◽  
Thomas D. Bird

The Trail Making Test was administered to 201 male, college undergraduates who were waiting to be seen in an out-patient clinic. Correlations between the various Trail Making Test scores and the CEEB Scholastic Aptitude Test scores are reported. Since the performance of these students is quite different from the performance of Ss reported in other studies, normative tables are presented for male undergraduates.


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