Descriptor
Author
| Baker, Harold | 1 |
| Blackburn, James C. | 1 |
| Bracey, Gerald W. | 1 |
| Braswell, James S. | 1 |
| Connell, Anne | 1 |
| Grulick, Lawrence E. | 1 |
| Kubota, Mel | 1 |
| Ruble, Virgil E. | 1 |
| Schurr, K. Terry | 1 |
| Zorn, Jeffrey L. | 1 |
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| Reports - Descriptive | 2 |
| Reports - Evaluative | 2 |
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Grulick, Lawrence E. – 1986
A study was conducted at Florence-Darlington Technical College (FDTC) in South Carolina to assess the college's admissions testing program through a review of the current literature on placement testing and a statistical study comparing currently employed instruments, i.e., the Career Planning Program (CPP) test and the Scholastic Aptitude Test…
Descriptors: Academic Achievement, College Entrance Examinations, Comparative Analysis, Educational Testing
Zorn, Jeffrey L. – 1983
Although by traditional measures of test validity, the verbal section of the Scholastic Aptitude Test (SAT) is not culture biased, it, along with the English Composition Test and the Test of Standard Written English, reinforces a narrow view of academic excellence that excludes culturally different youths. Designed to prevent admission errors, the…
Descriptors: Academic Achievement, Achievement Tests, Admission Criteria, Aptitude Tests
Peer reviewedBracey, Gerald W.; Blackburn, James C. – College and University, 1990
Two differing opinions about the value of the Scholastic Aptitude Test (SAT) in college admissions address these topics: over-reliance on the test as a predictor of student success; omission of some students' scores from institutional profiles; effects of abolition of the test; and admissions officer understanding of psychometrics. (Author/MSE)
Descriptors: Administrator Attitudes, Administrator Qualifications, Admissions Officers, College Entrance Examinations
Kubota, Mel; Connell, Anne – College Board Review, 1992
The processes used in developing the Scholastic Aptitude Test (SAT) to eliminate cultural bias while still measuring skills related to academic success are described, including test item writing, pretesting, and validation. Test items from 1908, 1927, 1947, and 1980 tests illustrate the evolution of the examinations. (MSE)
Descriptors: College Entrance Examinations, Cultural Pluralism, Educational Change, Higher Education
Peer reviewedBaker, Harold – Mathematics Teacher, 1992
Suggested are ways to improve the SAT and its face validity. Suggestions include greater emphasis on more-realistic problems, inclusion of realistic percent problems, modification of the multiple-choice format, and the use of the National Council of Mathematics "Curriculum and Evaluation Standards" as a guide to construct the test. (MDH)
Descriptors: Mathematics Achievement, Mathematics Education, Mathematics Skills, Mathematics Tests
Peer reviewedRuble, Virgil E.; Schurr, K. Terry – Research & Teaching in Developmental Education, 1986
Describes a study of the effectiveness of the Scholastic Aptitude Test (SAT), high school graduation class percentile, and the Wechsler Adult Intelligence Scale (WAIS), as predictors of short- and long-term academic achievement among a sample of 58 high-risk college freshmen who participated in 1-year special studies program. (PAA)
Descriptors: Academic Achievement, Aptitude Tests, College Freshmen, Developmental Studies Programs
Peer reviewedBraswell, James S. – Mathematics Teacher, 1992
Described are important changes that will be introduced in the mathematics sections of the new Scholastic Aptitude Test (SAT). The three main changes are (1) permission to use calculators; (2) inclusion of open-ended questions; and (3) content revisions consistent with the National Council of Teachers of Mathematics "Curriculum and Evaluation…
Descriptors: Calculators, Mathematics Achievement, Mathematics Education, Mathematics Skills
