ERIC Number: ED350337
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Methods Used To Establish Score Comparability on the Enhanced ACT Assessment and the SAT.
Marco, Gary L.; And Others
A detailed description is provided of the methodology that was used to develop the concordance tables reported in a recent study by G. L. Marco and A. A. Abdel-fattah (1991) on the relationships between scores on the enhanced American College Testing (ACT) Program Assessment and the Scholastic Aptitude Test (SAT). Fourteen large universities provided data on applicants who had taken both tests. ACT Composite scores and the SAT-verbal and SAT-mathematics scores used in the study came from 1989 and 1990 administrations to 40,492 students. A subsample of 40,051 students who took the 2 tests no more than 217 days apart was also used. The equipercentile procedure, a curvilinear procedure, was used to scale the scores. Steps were taken to ensure the accuracy of the conversions by weighting the scores to reduce or eliminate the effect of time differentials between ACT and SAT testings, or smoothing the score distributions before scaling. The score conversions derived by applying the weighting procedures provided score adjustments that were in the direction implied by the length of time between testings. Four figures and five tables present analysis data, and there is an appendix commenting on statistics used. (Author/SLD)
Descriptors: Achievement Tests, College Entrance Examinations, College Students, Comparative Testing, High Schools, Higher Education, Mathematics Tests, Research Methodology, Scaling, School Surveys, Scores, Standardized Tests, Verbal Tests, Weighted Scores
College Board Publications, Box 886, New York, NY 10101-0886 ($12).
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.; College Entrance Examination Board, New York, NY.
Identifiers - Assessments and Surveys: SAT (College Admission Test)