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| Autor/inn/en | Hale, Gordon A.; und weitere |
|---|---|
| Institution | Educational Testing Service, Princeton, NJ. |
| Titel | A Comparison of the Predictive Validity of the Current SAT and an Experimental Prototype. Research Report. |
| Quelle | (1992), (61 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Entrance Examinations; Colleges; Comparative Analysis; High Schools; Higher Education; Mathematics Tests; Predictive Validity; Sex Differences; Test Construction; Verbal Tests; SAT (College Admission Test) |
| Abstract | As part of a large-scale project to remodel the Scholastic Aptitude Test (SAT), this study examined the predictive validity of a prototype revised SAT, which incorporated many of the important structural changes planned for the test. This prototype was compared to a form of the current SAT with regard to several validity-related issues. Nineteen colleges, with at least 280 participating students at each, provided study data. The results showed that the test revisions: (1) tended to increase predictive validity for the verbal score, the mathematical score, and the composite of verbal and mathematical scores; (2) slightly increased the incremental validity of the test over high school rank; and (3) produced a modest reduction in gender-related prediction differences for the verbal score. This evidence is regarded as preliminary, as the data were collected under experimental conditions with a limited sample of colleges, and the prototype used here was not identical in form to the remodeled SAT as it will be implemented operationally. Tentatively, however, the results were consistent with the goals of the overall project in that, where the present revisions had effects, they tended to be in the desired direction. An appendix presents analyses of the sections of the original and the prototype revision of the SAT. (Contains 10 tables and 14 references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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