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Walker, Michael E.; Bridgeman, Brent – College Board, 2008
A recent study by Beilock, Reidell, and McConnell (2007) suggested that stereotype threat experienced in one domain (e.g., math) triggered by knowledge of a negative stereotype about a social group in that particular domain can spill over into subsequent tasks in totally unrelated domains (e.g., reading). The authors suggested that these findings…
Descriptors: Stereotypes, Social Psychology, Negative Attitudes, Standardized Tests
Bridgeman, Brent; Pollack, Judith; Burton, Nancy – College Board, 2008
The ability of high school grades (grade point average) and SAT® scores to predict cumulative grades in different types of college courses was evaluated in a sample of 26 colleges. Appended are: (1) Sample Sizes, Means, and Standard Deviations for Subgroups Defined by Gender, Race/Ethnicity, and Course Type; and (2) Prediction of Cumulative GPA by…
Descriptors: College Entrance Examinations, Standardized Tests, Grade Point Average, High School Students
Bridgeman, Brent; Cline, Frederick – College Board, 2007
This study took an experimental approach to evaluating test speededness. In order to assess the benefits of extra time (or the penalty of strict time limits) on new SAT scores, sections that were designed to be administered with a 25-minute time limit were administered with a 40-minute time limit (or slightly more than time and a half) as part of…
Descriptors: College Entrance Examinations, Timed Tests, Standardized Tests, Time
Bridgeman, Brent; Trapani, Catherine; Curley, Edward – College Entrance Examination Board, 2003
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…
Descriptors: College Entrance Examinations, Test Items, Timed Tests, Verbal Tests