首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
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   

2.
Despite difficulties, states frequently seek to compare their test performance with that of other states, or with the published national norms. All states have some students taking the Scholastic Aptitude Test (SAT) exams for college admissions, but because the numbers vary widely, when the state means are made public by the College Boards, there is debate about their interpretation. Here the 50 state SAT means are the criterion in a multivariate model, together with the state variables of percent taking the SATs (very influential), percent of minority in the state, average income, unemployment rate, and per pupil expenditure. Regression is analyzed (without expenditure) to examine the state residuals compared with the "expected" scores. And briefly noted is the difficulty of using alternative tests for such comparisons, as these are currently normed, selected, and used.  相似文献   

3.
为适应新形势需要,美国大学董事会推出的新SAT,增加了写作部分,其他部分也相应做了微调,运行两年来情况良好,当然也出现了考生平均成绩持续下降、影响高中教学质量等问题。这些新情况必须引起我们的足够重视。  相似文献   

4.
《教育实用测度》2013,26(2):167-184
In this article, we examine two attempts to adjust state mean Scholastic Aptitude Test (SAT) scores for differential participation rates. We show that both attempts can be rejected because of overly stringest identifying conditions in the estimation equations, as well as because within-state SAT score distributions indicate that the selection model employed is too restrictive. We suggest that attempts to do such adjustments ought to follow five simple rules. Adherence to these rules will foster follow-up checks on untested assumptions. We also suggest that soon-to-be available National Assessment of Educational Progress OIJAEP) state data is a better way to make state comparisons.  相似文献   

5.
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   

6.
Cross-cultural studies can shed new light on theories of gender differences in cognition. In the present study, Chinese students were given items from the math subtest of the Scholastic Aptitude Test (SAT) that have been found to produce the largest gender differences in American students. The authors describe how four different explanations of gender differences make different predictions regarding the possible size of the gender difference in Chinese students. Consistent with the Differential Coursework view but contrary to the predictions of several other views, the results revealed no difference in performance on the SAT items between Chinese males and females.  相似文献   

7.
《教育实用测度》2013,26(2):143-159
The present study examined the impact of participation rate and nine other educational and demographic variables on state mean scores for the Scholastic Aptitude Test (SAT). Participation rate, defined as the percentage of a state's high school seniors taking the SAT represented by the z-score mean of a truncated normal distribution, was the most important single predictor of state mean SAT score, accounting for 77% of the total variance in mean scores. The inclusion of significant educational and demographic variables raised the proportion of variance explained to 94%. The fallacy of comparing the mean standardized test scores of different locations or time periods without taking participation rate into account is discussed.  相似文献   

8.
It has been suggested that females who score extremely high on the mathematical portions of the Scholastic Aptitude Test (SAT) do so because they have very high verbal skills, whereas some males score extremely high on the mathematical portion despite their relatively low verbal skills. This hypothesis was investigated with data from two SAT administrations by comparing the conditional distributions of SAT-Verbal (SAT-V), given SAT-Mathematical (SAT-M), for males and females. Evidence for and against the hypothesis was observed. As implied by the hypothesis, the males had lower conditional SAT-V mean scores. However, in contradiction to the hypothesis, the males did not have greater conditional variances of SAT-V given SAT-M.  相似文献   

9.
ABSTRACT

The authors sought to better understand the relationship between students participating in the Advanced Placement (AP) program and subsequent performance on the Scholastic Aptitude Test (SAT). Focusing on students graduating from U.S. public high schools in 2010, the authors used propensity scores to match junior year AP examinees in 3 subjects to similar students who did not take any AP exams in high school. Multilevel regression models with these matched samples demonstrate a mostly positive relationship between AP exam participation and senior year SAT performance, particularly for students who score a 3 or higher. Students who enter into the AP year with relatively lower initial achievement are predicted to perform slightly better on later SAT tests than students with similar initial achievement who do not participate in AP.  相似文献   

10.
The impact of allowing more time for each question on the SAT I: Reasoning Test scores was estimated by embedding sections with a reduced number of questions into the standard 30-minute equating section of two national test administrations. Thus, for example, questions were deleted from a verbal section that contained 35 questions to produce forms that contained 27 or 23 questions. Scores on the 23-question section could then be compared to scores on the same 23 questions when they were embedded in a section that contained 27 or 35 questions. Similarly, questions were deleted from a 25-question math section to form sections of 20 and 17 questions. Allowing more time per question had a minimal impact on verbal scores, producing gains of less than 10 points on the 200–800 SAT scale. Gains for the math score were less than 30 points. High-scoring students tended to benefit more than lower-scoring students, with extra time creating no increase in scores for students with SAT scores of 400 or lower. Ethnic/racial and gender differences were neither increased nor reduced with extra time.  相似文献   

11.
In May 1990 new groups of examinees participated in the Swedish Scholastic Aptitude Test (SweSA T). Generally these new groups were younger and had higher education than the examinees at earlier test administrations. The purpose of the study reported was to examine whether the gender differences in test results had changed with the changed composition of examinees. The groups of men and women were successively matched according to age and education and comparisons were made of gender differences in test results between different age and education groups. The results, however, showed that even though age as well as education had influence on the test results, no real difference was found between younger and older examinees regarding gender differences in the test results.  相似文献   

12.
As a first step in developing a model of academic dismissal, logistic regression was employed to analyze predictors of academic performance (academic dismissal versus satisfactory performance) for first-time freshmen after one semester in an eastern state university. The analyses for each of two entry years produced very similar results. The analyses indicated that academic performance was highly related to high school academic grade point average (gpa). After controlling for SAT Verbal and SAT Math scores and high school academic gpa, race and the academic grouping of the student's major were significantly related to academic performance. However, for students of a given race and in a given academic grouping with the same SAT Verbal scores, the same SAT Math scores, and the same high school academic gpas, there was no significant difference in the predicted probability of academic dismissal for (1) men and women students, (2) dormitory and commuter students, and (3) full-time and part-time students.  相似文献   

13.
The relationships between heuristic literacy development and mathematical achievements of middle school students were explored during a 5-month classroom experiment in two 8th grade classes (N = 37). By heuristic literacy we refer to an individual’s capacity to use heuristic vocabulary in problem-solving discourse and to approach scholastic mathematical problems by using a variety of heuristics. During the experiment the heuristic constituent of curriculum-determined topics in algebra and geometry was gradually revealed and promoted by means of incorporating heuristic vocabulary in classroom discourse and seizing opportunities to use the same heuristics in different mathematical contexts. Students’ heuristic literacy development was indicated by means of individual thinking-aloud interviews and their mathematical achievements – by means of the Scholastic Aptitude Test. We found that heuristic literacy development and changes in mathematical achievements are correlated yet distributed unequally among the students. In particular, the same students, who progressed with respect to SAT scores, progressed also with respect to their heuristic literacy. Those students, who were weaker with respect to SAT scores at the beginning of the intervention, demonstrated more significant progress regarding both measures.  相似文献   

14.
Residual signs characteristic of a specific language disability, such as vocabulary deficits, trouble differentiating between literal and figurative words, difficulty paraphrasing a reading selection, and problems with abstract reasoning make it arduous for dyslexic adolescents to demonstrate their maximum potential on the verbal section of the Scholastic Aptitude Test. This paper illustrates ways in which SAT skills can be enhanced through a structured program of vocabulary development, an understanding of test taking strategies for specific SAT questions, and the learning of a pattern of analysis to improve reading comprehension. It includes case studies, as well as a discussion of the types of special test arrangements available for dyslexic students.  相似文献   

15.
This paper reports a study concerned with the selection of mathematically talented students at the beginning of secondary school in Australia using a version of the College Board's Scholastic Aptitude Test (SAT). Some young students achieved scores comparable with older mathematically able students and with college-bound students in USA. Teacher nomination of students as talented resulted in the selection of considerably different groups of students to those selected using the SAT. Marked sex differences, in favour of boys, are noted and discussed. Three different procedures for comparing item responses of younger and older groups are employed, leading to the conclusion that younger and older students respond to SAT items in qualitatively different ways. Comparison procedures based on the Rasch model for measurement are favoured.  相似文献   

16.
Methods of exploratory data analysis are used to decompose data tables that portray the performance of various ethnic groups on the Scholastic Aptitude Test (SAT). These analyses show the size and structure of the differences in performance among the ethnic groups studied, the nature of changes across time, and the interactions between ethnic group membership and time. Suggestions regarding the clear display of results from data in this form are made and illustrated.  相似文献   

17.
The author describes the evolution of one of the nation's best-known standardized tests–the Scholastic Aptitude Test. He describes some of the contributions to educational research made by inquiries based on the SAT and gives particular attention to the way scaling and equating procedures for the SAT have evolved over the last half century.  相似文献   

18.
Accommodation policymaking and practice should be guided by empirical research and informed clinical judgment. Findings from our study can provide information to test users about the validity of inferences that can be made from scores obtained from accommodated test administrations for students with disabilities. The factor structure of the newly revised Scholastic Aptitude Reasoning Test (SAT®, 2005) was examined across two groups of students (students without disabilities tested under standard time conditions, and students with disabilities tested with extended time) to determine whether the test measures the same construct for both groups. Invariance across the two groups was supported for all parameters of interest, suggesting that the scores on the Critical Reading, Math, and Writing sections of the SAT Reasoning Test can be interpreted in the same way when students have an extended‐time administration as opposed to the standard‐time administration.  相似文献   

19.
The goal of this study was to develop and evaluate a structural model of the relations among cognitive abilities and arithmetic skills and college students’ algebra achievement. The model of algebra achievement was compared to a model of performance on the Scholastic Assessment in Mathematics (SAT‐M) to determine whether the pattern of relations is similar for different types of higher level maths achievement. Structural equation modelling was used to test the effects of working memory, 3D spatial ability, and computational fluency on both types of higher order maths achievement. Computational fluency had the strongest effect on algebra achievement, with 3D spatial ability and working memory showing moderate effects. In contrast, 3D spatial ability had a stronger effect on SAT‐M scores than did computational fluency. Computational fluency and 3D spatial ability completely mediated the effect of working memory for both algebra and SAT‐M achievement.  相似文献   

20.
Abstract

Declines 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   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号