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ERIC Number: ED563472
Record Type: Non-Journal
Publication Date: 2016
Pages: 25
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: N/A
The Redesigned SAT® Pilot Predictive Validity Study: A First Look. Research Report 2016-1
Shaw, Emily J.; Marini, Jessica P.; Beard, Jonathan; Shmueli, Doron; Young, Linda; Ng, Helen
College Board
In February of 2013, the College Board announced it would undertake a redesign of the SAT® in order to develop an assessment that better reflects the work that students will do in college, focusing on the core knowledge and skills that evidence has shown to be critical in preparation for college and career. The redesigned test will be introduced in March 2016 and will include a number of important changes. As with the redesign of all assessments, it is important to examine and understand how the changes to the content and format of the test impact the inferences made from the test's scores for their intended uses. One primary use of the SAT is for admission and placement decisions and, therefore, it was important to examine the relationship between the scores from the redesigned test with college outcomes such as first-year grade point average (FYGPA) and college course grades. In order to conduct such an analysis a pilot study was initiated because the test is not yet operational. Fifteen four-year institutions were recruited to administer a pilot form of the redesigned SAT to between 75 and 250 first-year, first-time students very early in the fall semester of 2014. Measures were taken to ensure that the redesigned SAT was administered to students under standardized conditions and that students were motivated to perform well on the test. In June 2015, participating institutions provided the College Board with first-year performance data for those students participating in the fall 2014 administration of the redesigned SAT so that relationships between SAT scores and college performance could be analyzed. Results of study analyses show that the redesigned SAT is as predictive of college success as the current SAT, that redesigned SAT scores improve the ability to predict college performance above high school GPA alone, and that there is a strong, positive relationship between redesigned SAT scores and grades in matching college course domains, suggesting that the redesigned SAT is sensitive to instruction in English language arts, math, science, and history/social studies.
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: College Board
Identifiers - Location: United States
Identifiers - Assessments and Surveys: SAT (College Admission Test)