共查询到18条相似文献，搜索用时 156 毫秒
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一、ACT简介在美国,高等学校在录取新生时通常都要求申请入学者向学校提供其ACT(American College Test)或SAT(Scholastic Aptitude Test)的考试成绩。ACT和SAT,分别由美国大学测验社和教育测量服务中心组织,是当今美国最为主要的两种高校入学考试形式,相当于美国的高考。与SAT相比,ACT与中学教学的关联程度稍高一些,其语言和数学部分的试题范围也比SAT的有所扩展,直接测量考 相似文献
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ACT考试始于1959年,是美国历史上除SAT外又一使用最为广泛、研究最为深入的大学入学考试,其评价结果已得到世界上知名学府的普遍认可。本文按照ACT考试内容的变化,将其发展过程分为三个阶段,第一阶段以重点考查学生所掌握的基本知识和技能而与一般能力考试SAT相区别;第二阶段加大了对学生计算能力、阅读能力的考查;第三阶段转向关注学生的主观表达能力,增设写作测试内容。指出ACT考试注重考查综合素质的趋势,对我国当前的高考内容改革的启示与借鉴。 相似文献
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【原文呈现】
美国高中走向应试化
文／薛涌
其实,美国的“高考”不是一个,而是两个。SAT之外还有个ACT,性质差不多,是美国大学入学测试,被大部分大学接受。如今ACT的考生人数超过了SAT。不仅如此,越来越多的美国学生,这两个“高考”都参加。 相似文献
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扬光富 《基础教育(重庆)》2005,(6):51-52
SAT(学术能力测试)或ACT(美国学院测试)是当今美国最为主要的两种高校入学考试。比起SAT来，ACT规模较小，因此，人们常讲的美国高考主要指的是SAT。 相似文献
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SAT(学术能力测试)或ACT(美国学院测试)是当今美国最为主要的两种高校入学考试。比起SAT来，ACT规模较小，因此，人们常讲的美国高考主要指的是SAT。 相似文献
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正在美国,"高考"不是一个,而是两个。SAT之外还有个ACT,性质差不多,是美国大学入学测试,被大部分大学接受。如今ACT的考生人数超过了SAT。不仅如此,越来越多的美国学生,这两个"高考"都参加。ACT全称American College Testing(美国大学测试),由ACT公司经营,1959年登场,与1926年就问世的SAT相比,显然是个后起之秀。长期以来,SAT主宰着美国的大学入学测试,特别是在东部和西部等教育发达地区,几乎一手遮天。但是,近年来ACT势头迅猛,2012年的考生人数首次超过SAT。这并非SAT丧 相似文献
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美国大学入学考试SAT与ACT对我国高考的启示——对我国高考的近期与远期改革建议 总被引：1，自引：0，他引：1
REN Chang-song 《教育理论与实践》2008,(7)
美国大学入学考试主要有两种:SAT与ACT。美国大学在选拔新生时强调素质的全面考查,但SAT、ACT等大学入学考试的成绩也至关重要。美国大学入学考试SAT或ACT每年均开展多次,大学入学考试与高校录取工作相对独立地开展,实行"招考分离"。学生亦可报名参加多次SAT或ACT考试,高校以最高成绩为选拔依据。SAT、ACT考试编制的科学化程度较高,试题难度稳定,得到了多数大学的信任。变"一次高考机会"为"多次高考机会",实行"招考分离",是我国高考改革的大势所趋。但具体改革的操作细节应深入研究,谨慎实施,以免发生执行上的偏差。 相似文献
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美国高校在录取新生时,通常要求申请入学者向学校提供其SATScholastic Aptitude Test,即学术能力测试)或ACT(American CollegeTest,即美国学院测试)考试成绩。这是当今美国最为主要的两种高校入学考试形式。SAT考试是美国的一家私营教育机构ETS (Educational Test-ing Service,即“教育测试服务中心”)设计的,成绩是几乎所有大学要求的,比起SAT来,ACT规模较小,因此,人们常讲的美国高考主要指的是SAT考试。自1993 年4月起,SAT改名为Scholastic Assessment Test(学术评估测验),不过仍简称为SAT。SAT考试成绩往往决定学生的选… 相似文献
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王奋平 《中学数学教学参考》2008,(6):53-55
文E63介绍了美国高考的三大形式之一的SAT-I及其数学考试、考题特点,现在对这三种考试之一的ACT（全称为The American College Testing Assessment,即美国学院测试评估）考试及其数学考试特点加以介绍．一方面为我国中学教师和研究人员提供比较研究的资料,另一方面也为准备参加ACT的中国中学生提供参考资料．SAT在中国大陆还没有设考点,参加北京、上海、 相似文献
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REN Chang-song 《教育理论与实践》2008,(22)
美国高校录取工作的宗旨就是要从众多申请者(考生)中选拔出那些最有可能在大学取得成功的学生,他们在选拔新生时往往全面考察报考学生的各方面素质及其他背景因素,包括高中选修的AP课程等大学预备课程的成绩、大学入学考试成绩、高中成绩总评、高中年级排名等十大因素。但在众多因素中,学业成绩仍然是最重要的考查指标。美国关于大学入学考试改革的争论也非常激烈,甚至有人提出"取消高考"的主张。美国高校录取工作的经验、做法和其中的争论,值得我们关注、研究与借鉴。 相似文献
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美国ACT公平性析论 总被引：1，自引：0，他引：1
ACT在美国大学招生过程中发挥着重要的作用。作为大规模入学考试,ACT也是一个公平的考试。ACT在考试内容的选取上注重全面覆盖知识点并保证知识点与高中学科教学的相关性,这就使得所有考生拥有了公平的竞争机会;在试题命制过程中,ACT把公平性作为试题取舍的必要条件以保证试题不偏袒任何群体,这是考试公平的关键所在;分数报告系统的全面细致,使得考生之间的差异性在大学招生过程中能够得到恰当的对待,这是考试公平必不可少的组成部分。 相似文献
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Data from college admissions tests can provide a valuable measure of student achievement, but the non-representativeness of test-takers is an important concern. We examine selectivity bias in both state-level and school-level SAT and ACT averages. The degree of selectivity may differ importantly across and within schools, and across and within states. To identify within-state selectivity, we use a control function approach that conditions on scores from a representative test. Estimates indicate strong selectivity of test-takers in “ACT states,” where most college-bound students take the ACT, and much less selectivity in SAT states. To identify within- and between-school selectivity, we take advantage of a policy reform in Illinois that made taking the ACT a graduation requirement. Estimates based on this policy change indicate substantial positive selection into test participation both across and within schools. Despite this, school-level averages of observed scores are extremely highly correlated with average latent scores, as across-school variation in sample selectivity is small relative to the underlying signal. As a result, in most contexts the use of observed school mean test scores in place of latent means understates the degree of between-school variation in achievement but is otherwise unlikely to lead to misleading conclusions. 相似文献
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《The Journal of educational research》2012,105(5):354-359
ABSTRACT The authors investigated the extent to which taking specific types of Advanced Placement (AP) courses and the number of courses taken predicts the likelihood of passing subject benchmarks and earning a score of 19 on the composite score on the ACT test, and examined the role gender plays in the projection. They found evidence that taking an AP mathematics course and taking more AP courses derives a positive benefit. Results suggest young men are more likely to succeed in passing ACT mathematics and ACT science tests than are young women, but no gender difference was found on ACT Reading and ACT social studies. 相似文献
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《Educational Assessment》2013,18(4):295-308
Performance on the reading comprehension (RC) tasks of the Scholastic Assessment Test-I (SAT-I or the "new" SAT), the Enhanced American College Testing Assessment (ACT), and the Graduate Record Examination (GRE) when passages were missing was examined. For the SAT-I and ACT, scores were well above chance and correlated substantially with verbal score on the earlier version of the SAT, indicating that examinees perform similarly with or without passages. Comparable but weaker results were found for the GRE. The findings raise doubts about the construct validity of the RC task. We argue that performance is influenced by the plausibility of item choices with or without the passages and that this, in turn, is the result of the construction of test items with little knowledge of the underlying reading process. 相似文献
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Julie P. Combs John R. Slate George W. Moore Rebecca M. Bustamante Anthony J. Onwuegbuzie Stacey L. Edmonson 《The Urban Review》2010,42(5):441-457
In this study, the authors investigated the extent to which boys and girls differed in their college-ready performance in
reading, in math, and in both subjects for the 2006–2007 school year for the state of Texas (n = 1,099 high schools). Also examined were the extent to which boys and girls differed in their performance on the Scholastic
Assessment Test (SAT) and the American College Test (ACT) for the 2005–2006 and 2006–2007 school years. Differences in criterion
scores, as well as how many boys and girls actually took these exams, were examined in addition to their average scores. Statistically
significant differences were present between the college-ready scores of boys and of girls in reading, math, and in both subject
areas. Of special note is that less than one-third of all students were deemed to be college-ready in both subject areas.
Statistically significant differences also were revealed between boys and girls in the percentage taking the SAT or ACT, in
the percentage meeting the SAT or ACT criterion, and in their SAT average scores, but not in their ACT average scores. Implications
of these findings are discussed. 相似文献
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New measures of college selectivity 总被引：1，自引：1，他引：1
Institutional averages of entering freshman scores on the Scholastic Aptitude Test (SAT) and the American College Test (ACT) were combined and edited to produce a single institutional measure of selectivity for 2,601 institutions. Older scores were adjusted to reflect decreasing performance over time, and ACT scores were converted to SAT equivalents, resulting in a final measure that reflects 1973 performance levels and is expressed as an SAT Verbal plus Mathematical score (range 400–1,600). Actual scores were available for 1,803 schools; the remaining schools with missing values were given an imputed score based upon means from similar institutions among the 1,803. Correlations between scores from different years and between the final measure and 19 institutional attributes indicated substantial reliability and validity for the selectivity measure. 相似文献
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《The Journal of educational research》2012,105(4):198-204
AbstractDeclines in college entrance examination test scores have been documented both on the Scholastic Aptitude Test (SAT) and the American College Testing Program (ACT). Sources of such declines seem to be functions of three main contexts: (a) school-related factors, (b) student-related factors, and (c) family structure-related factors. It was found that academic course taking had the greatest partial regression coefficient. Next in predictive power was the level of educational aspiration of the student. Size of school was negatively associated with composite ACT scores. Student-related factors comprised the most significant context of association. More modest support was demonstrated for school-related factors. Family structure factors did not appear significantly related to composite ACT scores. 相似文献