The Validity of SATʼ Scores in Predicting First-Year Mathematics and English Grades. Research Report 2012-1 PDF Download
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Author: Krista D. Mattern
Publisher:
ISBN:
Category :
Languages : en
Pages : 36
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Book Description
This study examined the validity of the SAT for predicting performance in first-year English and mathematics courses. Results reveal a significant positive relationship between SAT scores and course grades, with slightly higher correlations for mathematics courses compared to English courses. Correlations were estimated by student characteristics (gender, ethnicity, and best language), institutional characteristics (size, selectivity, and control, i.e., private or public), and course content (e.g., calculus, algebra). The findings suggest that performance on the SAT is predictive of performance in specific college courses. Furthermore, stronger relationships were found between test scores and grades when the content of the two were aligned (such as the SAT mathematics section and mathematics course grades, or the SAT writing section and English course grades). Supplemental tables are appended.
Author: Krista D. Mattern
Publisher:
ISBN:
Category :
Languages : en
Pages : 36
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Book Description
This study examined the validity of the SAT for predicting performance in first-year English and mathematics courses. Results reveal a significant positive relationship between SAT scores and course grades, with slightly higher correlations for mathematics courses compared to English courses. Correlations were estimated by student characteristics (gender, ethnicity, and best language), institutional characteristics (size, selectivity, and control, i.e., private or public), and course content (e.g., calculus, algebra). The findings suggest that performance on the SAT is predictive of performance in specific college courses. Furthermore, stronger relationships were found between test scores and grades when the content of the two were aligned (such as the SAT mathematics section and mathematics course grades, or the SAT writing section and English course grades). Supplemental tables are appended.
Author: Jack Buckley
Publisher: JHU Press
ISBN: 1421424975
Category : Education
Languages : en
Pages : 344
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Book Description
Shaw, Kyle Sweitzer, Roger J. Thompson, Meredith Welch, Rebecca Zwick
Author: Brian F. Patterson
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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Book Description
In an effort to continuously monitor the validity of the SAT for predicting first-year college grades, the College Board has continued its multi-year effort to recruit four-year colleges and universities (henceforth, "institutions") to provide data on the cohorts of first-time, first-year students entering in the fall semester beginning with 2006 through 2009. Its goal in doing so is to provide clear evidence for the use of the SAT in college admission. Prior research based on the same data collection effort has demonstrated a strong, linear relationship of the SAT section scores with first-year grade point average (FYGPA) in college across a variety of institutional and student characteristics (Kobrin, Patterson, Shaw, Mattern, & Barbuti, 2008; Mattern, Patterson, Shaw, Kobrin, & Barbuti, 2008; Patterson, Mattern, & Kobrin, 2009; Patterson & Mattern, 2011). This study serves as a replication of prior analyses for the most recent cohort of students: those who graduated from high school in the spring of 2009 and subsequently enrolled in a four-year college in the fall of 2009 The present study examined the extent to which four predictors commonly used in college admission were linearly related to FYGPA; in particular, SAT critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), as well as high school grade point average (HSGPA), were considered. Overall FYGPA correlations were approximately equal for the combination of all three SAT sections and HSGPA (r = 0.54, for both correlations). Combining these four predictors led to the strongest linear relationship with FYGPA (r = 0.62), indicating that the SAT added substantially to predictions that relied solely on HSPGA. Among the three SAT sections, SAT-W tended to exhibit the strongest linear relationship with FYGPA (r = 0.52). In addition, many of these patterns held true across institutional characteristics, such as control (i.e., public or private), size, and selectivity, and across student characteristics, such as gender, racial/ethnic identity, best spoken language, household income, and highest parental education level. Finally, analyses of differential prediction for the student characteristics showed that using the three SAT sections to predict FYGPA tended to result in smaller differential prediction in absolute magnitude than when using HSGPA alone. With the exception of a few student subgroups, the differential prediction of FYGPA was reduced the most when using the combination of SAT sections and HSGPA. The following tables are appended: (1) Institutions Providing First-Year Outcomes Data for the 2009 Cohort; (2) Raw Correlations of SAT and HSGPA with FYGPA by Institutional Characteristics; and (3) Raw Correlation of SAT Scores and HSGPA with FYGPA by Subgroups.
Author: Brian F. Patterson
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
The continued accumulation of validity evidence for the core uses of educational assessments is critical to ensure that proper inferences will be made for those core purposes. To that end, the College Board has continued to follow previous cohorts of college students and this report provides updated validity evidence for using the SAT to predict first-year college grade point average (FYGPA) for the 2010 cohort. Colleges and universities (henceforth, "institutions") provided data on the cohort of first-time, first-year students enrolling in the fall of 2010. The College Board combined those college outcomes data with official SAT scores and SAT Questionnaire response data. In particular, 160 institutions provided data on 287,881 students with 211,403 having complete data on high school grade point average (HSGPA), SAT critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), and FYGPA. As has been shown in previous work (Kobrin, Patterson, Shaw, Mattern, & Barbuti, 2008; Patterson, Mattern, & Kobrin, 2009; Patterson & Mattern, 2011; Patterson & Mattern, 2012), the correlation of SAT section scores and HSGPA with FYGPA was strong (r = 0.63). When compared with the correlation of HSGPA alone with FYGPA (r = 0.54), the addition of the SAT section scores to HSGPA represented a substantial increase (?r = 0.09) in the correlation with FYGPA. The patterns of differential validity by institutional and student characteristics and differential prediction by student characteristics also follow the same general patterns, as has been shown in previous work (Mattern, Patterson, Shaw, Kobrin, & Barbuti, 2008; Patterson, et al., 2009; Patterson & Mattern, 2011; Patterson & Mattern, 2012). The following are appended: (1) Institutions Providing First-Year Outcomes Data for the 2010 Cohort; (2) Raw Correlations of SAT and HSGPA with FYGPA by Institutional Characteristics; and (3) Raw Correlation of SAT Scores and HSGPA with FYGPA by Subgroups.
Author: Jonathan Beard
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
The continued accumulation of validity evidence for the intended uses of educational assessment scores is critical to ensure that inferences made using the scores are sound. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SATʼ scores and college success. This report provides updated validity evidence for using the SAT to predict first-year college grade point average (FYGPA) for the 2012 cohort. The following are appended: (1) Institutions Providing First-Year Outcomes Data for the 2012 Cohort; (2) Raw Correlations of SAT and HSGPA with FYGPA by Institutional Characteristics; and (3) Raw Correlation of SAT Scores and HSGPA with FYGPA by Subgroups.
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002333
Category :
Languages : en
Pages : 82
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Book Description
This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Author: Jennifer L. Kobrin
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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Book Description
This report presents the results of a large-scale national validity study of the SATʼ. In March 2005, the College Board introduced a revised SAT, with an additional section in writing and minor changes in content to the verbal and mathematics sections. The first full cohort of students taking this test completed their first year of college in May/June 2007. This report documents the methods undertaken to recruit institutions to participate in the study; the procedures for gathering, cleaning, and aggregating data; and the statistical corrections and analyses applied to the data and the results of those analyses. The report concludes with a discussion of the results in light of prior SAT validity studies and a description of future SAT validity research studies. The results show that the changes made to the SAT did not substantially change how well the test predicts first-year college performance. Across all institutions, the recently added writing section is the most highly predictive of the three individual SAT sections. As expected, the best combination of predictors of first-year college grade point average (FYGPA) is high school grade point average (HSGPA) and SAT scores. The College Board continues to encourage institutions to use both measures when making admissions decisions. Two appendices are included: (1) Participating Institutions; and (2) Characteristics of Participating Institutions.
Author: Hong Jiao
Publisher: IAP
ISBN: 1681238950
Category : Education
Languages : en
Pages : 248
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Book Description
The new generation of tests is faced with new challenges. In the K?12 setting, the new learning targets are intended to assess higher?order thinking skills and prepare students to be ready for college and career and to keep American students competitive with their international peers. In addition, the new generation of state tests requires the use of technology in item delivery and embedding assessment in real?world, authentic, situations. It further requires accurate assessment of students at all ability levels. One of the most important questions is how to maintain test fairness in the new assessments with technology innovative items and technology delivered tests. In the traditional testing programs such as licensure and certification tests and college admission tests, test fairness has constantly been a key psychometric issue in test development and this continues to be the case with the national testing programs. As test fairness needs to be addressed throughout the whole process of test development, experts from state, admission, and licensure tests will address test fairness challenges in the new generation assessment. The book chapters clarify misconceptions of test fairness including the use of admission test results in cohort comparison, the use of international assessment results in trend evaluation, whether standardization and fairness necessarily mean uniformity when test?takers have different cultural backgrounds, and whether standardization can insure fairness. More technically, chapters also address issues related to how compromised items and test fairness are related to classification decisions, how accessibility in item development and accommodation could be mingled with technology, how to assess special populations with dyslexia, using Blinder?Oaxaca Decomposition for differential item functioning detection, and differential feature functioning in automated scoring. Overall, this book addresses test fairness issues in state assessment, college admission testing, international assessment, and licensure tests. Fairness is discussed in the context of culture and special populations. Further, fairness related to performance assessment and automated scoring is a focus as well. This book provides a very good source of information related to test fairness issues in test development in the new generation of assessment where technology is highly involved.
Author: Brian F. Patterson
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
The continued accumulation of validity evidence for the intended uses of educational assessments is critical to ensure that proper inferences will be made for those purposes. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SATʼ scores and college success. This report provides updated validity evidence for using the SAT to predict first-year college grade point average (FYGPA) for the 2011 cohort. Appended are: (1) Institutions Providing First-Year Outcomes for the 2011 Cohort; (2) Raw Correlations of SAT and SHGPA with FYGPA by Institutional Characteristics; and (3) Raw Correlation of SAT and HSGPA with FYGPA by Subgroups.
Author: Brian F. Patterson
Publisher:
ISBN:
Category :
Languages : en
Pages : 22
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Book Description
The findings for the 2008 sample are largely consistent with the previous reports. SAT scores were found to be correlated with FYGPA (r = 0.54), with a magnitude similar to HSGPA (r = 0.56). The best set of predictors of FYGPA remains SAT scores and HSGPA (r = 0.63), as the addition of the SAT sections to the correlation of HSGPA alone with FYGPA leads to a substantial improvement in prediction (?r = 0.07). This finding was consistent across all subgroups of the sample, by both institutional characteristics and demographics (?r = 0.06). All correlations presented here have been corrected for restriction of range, but the same basic patterns hold for the raw correlations. The following are appended: (1) Institutions Providing First-Year Outcomes Data for the 2008 Cohort; (2) Raw Correlations of SAT and HSGPA with FYGPA by Institutional Characteristics ; and (3) Raw Correlation of SAT Scores and HSGPA with FYGPA by Subgroups.
