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ERIC Number: ED562680
Record Type: Non-Journal
Publication Date: 2003
Pages: 22
Abstractor: As Provided
Reference Count: 9
Effect of Fewer Questions per Section on SAT® I Scores. Research Report No. 2003-2. ETS RR-03-08
Bridgeman, Brent; Trapani, Catherine; Curley, Edward
College Entrance Examination Board
The impact of allowing more time for each question on 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. Item-Level Results for Study 2 are appended.
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail:; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: College Entrance Examination Board; Educational Testing Service
Identifiers - Assessments and Surveys: National Merit Scholarship Qualifying Test; Preliminary Scholastic Aptitude Test; SAT (College Admission Test)