Getting Serious about SAT Software

1987 ◽  
Vol 80 (6) ◽  
pp. 440-454
Author(s):  
John G. Harvey ◽  
John W. Kenelly
Keyword(s):  
Computer Software ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Preparation Programs ◽  
Sat Scores ◽  
College Board ◽  
High School Juniors ◽  
Software Packages ◽  
And Mathematics

The College Entrance Examination Board's (CEEB) Scholastic Aptitude Test (SAT) is widely taken by high school juniors and seniors for college admission and to apply for college scholarships. (The CEEB is also known as the College Board.) In addition, SAT scores have been used to describe the health of precollege education, particularly in reading, language arts, and mathematics. Parents, teachers, and school systems have tried to improve the SAT scores of their students by instituting SAT test-preparation programs. These programs use a variety of SAT-oriented materials and have recently begun to include computer software packages. Indeed, in a recent cartoon (Weaver 1984), a child asks, “What does the SAT measure?” Another child responds, “Whether your parents can afford a computer.”

The College Entrance Examination Board and Mathematics Education

1984 ◽  
Vol 77 (5) ◽  
pp. 369-371
Author(s):  
Chancey O. Jones ◽  
John A. Valentine
Keyword(s):  
Mathematics Education ◽  
Computer Science ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
College Board ◽  
The World ◽  
Education Today ◽  
And Mathematics ◽  
Examination Board

The participation by secondary school and college teachers of computer science in the development of an Advanced Placement computer science course description and examination is a good example of the interaction between the world of the College Board and the world of mathematics. A long series of such interactions has occurred since the College Board was founded at the turn of the century; a look back at how the board was created and how it has evolved can help to explain the relationship between board activities and mathematics education today.

Testing Time: College board examinations and curriculum change

1957 ◽  
Vol 50 (4) ◽  
pp. 305-308
Author(s):  
Edwin C. Douglas
Keyword(s):  
Mathematics Achievement ◽  
Curriculum Change ◽  
Achievement Tests ◽  
Entrance Examination ◽  
Testing Time ◽  
College Entrance Examination ◽  
College Entrance ◽  
College Board ◽  
Examination Board

The mathematics achievement tests of the College Entrance Examination Board are thoroughly discussed in two pamphlets available to all teachers.1 It would be presumptuous for the author to suppose he could add anything to the information in these excellent documents. However, it is quite possible that many readers of this column have not had the opportunity to become fully acquainted with College Board tests.

Pretesting for the College Boards

1969 ◽  
Vol 62 (7) ◽  
pp. 537-541
Author(s):  
Donald W. Stover
Keyword(s):  
Entrance Examination ◽  
College Level ◽  
College Entrance Examination ◽  
College Entrance ◽  
College Board ◽  
Level Ii ◽  
Before And After ◽  
Level I ◽  
Educational Testing Service ◽  
Examination Board

Before a newly written question can appear on the Level I or Level II Mathematics Achievement Tests administered by the College Entrance Examination Board, it must be pretested with a sample group of several hundred students. Such groups are carefully selected for their similarity to the populations taking the Level I or Level II examinations in previous years, in order to provide reliable indicators of the way the question will “behave” if used at a later date in College Board Examinations. Both before and after pretesting, the questions are scrutinized by the staff of the Mathematics Department at Educational Testing Service and by a Committee of Examiners consisting of seven teachers of mathematics at the secondary and college level.

Testing Time: The College Entrance Examination Board's examination for Advanced Placement in mathematics

1957 ◽  
Vol 50 (6) ◽  
pp. 458-461
Author(s):  
Edwin C. Douglas
Keyword(s):  
Advanced Placement ◽  
Mathematics Teacher ◽  
Previous Article ◽  
Entrance Examination ◽  
Testing Time ◽  
College Entrance Examination ◽  
College Entrance ◽  
College Board ◽  
Made In

In a previous article the author attempted to describe the regular achievement examination program in the field of mathematics of tho College Board (see The Mathematics Teacher, April, 1957). An attempt will be made in t his article to describe the Advanced Placement Examinations in Mathematics.

Comparison of Two College Entrance Examination Tasks

1998 ◽  
Vol 83 (3) ◽  
pp. 767-770
Author(s):  
Ruth E. Knudson
Keyword(s):  
High School ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Essay Writing ◽  
Response To Instruction ◽  
High School Juniors

115 high school juniors were required to write a composition after reading an essay or just to write one without reading. Students were instructed in writing a summary, a synthesis, and an argument to prepare them to write a composition for the task which required reading an essay. Writing samples were collected before the study started and after instructions for each kind of writing, i.e., a summary, a synthesis, and an argument. When the first writing sample's scores were the covariate, the pretest mean was higher for writing in response to a topic without reading an essay than on the pretest for writing after reading an essay. Scores significantly improved following instruction in writing a summary for the task which required writing in response to reading an essay; however, scores declined significantly in response to instruction in writing a synthesis when the task required no essay reading.

Improvements in Teaching Algebra and Geometry Made Possible by the New College Board Requirements

1925 ◽  
Vol 18 (3) ◽  
pp. 164-170
Author(s):  
Paul E. Ebicker
Keyword(s):  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
College Board ◽  
Teaching Algebra ◽  
Teaching Of Mathematics ◽  
Examination Board ◽  
Fair Degree

The topic assigned sets a task almost impossible at such an early day. To ascertain at this date improvements in the teaching of mathematics, resultant of the new requirements set by the College Entrance Examination Board, or to foretell with even a fair degree of accuracy, is certainly beyond my powers. I shall not attempt it.

What Mathematical Subjects Should be Introduced in the Curriculum of the Secondary School?

1913 ◽  
Vol 5 (4) ◽  
pp. 218-233
Author(s):  
William Betz
Keyword(s):  
New York ◽  
School Curriculum ◽  
School Science ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
High School Curriculum ◽  
And Mathematics ◽  
The Individual ◽  
Examination Board

The discussion of the question before us may be undertaken in two different ways. One may regard the high school curriculum as relatively fixed by traditions and external regulations over which the individual teacher or group of teachers has little or no control. In that case we should merely have to consider the merits of the various existing syllabi. Thus, in algebra we might examine the syllabus prepared by a committee of this association (published in School Science and Mathematics, December, 1909). In geometry we now have the National Geometry Syllabus. Other material of this sort is represented by the syllabi of such examining bodies as the College Entrance Examination Board and the Regents of the State of New York. Many good suggestions may also be found in the reports prepared by the numerous subcommittees of the International Commission.†

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