As students came out of the SAT on the East Coast yesterday, many hit the online forums devoted to discussing the test to discuss questions. And even before the West-Coast students had left their exam rooms, it became evident that the form most of them were given was actually one that had been leaked online months earlier. Multiple students reported that they had practiced on this very test. How serious is this situation? Very.
I can't tell you how many students I've heard utter some variation of the following: "I took a practice test and my parents flipped out at how low the score was. I'm taking the test in [exceedingly close month], and I have to raise my score by at least [absurdly large amount]. I really need to raise my score fast."
College Board responded yesterday to the #rescoreJuneSAT complaints with a FAQ page. It is a document which has been very carefully worded, presumably by PR professionals. It makes technically accurate statements while dodging the serious substance of the complaints.
TLDR: The evidence to tell isn't public at this point. It would be much easier to tell if College Board released specific technical data on the test.
Reddit and Twitter have been in an uproar about the results from the June 2018 SAT. Many students are upset that missing only a handful of questions has dropped their scores precipitously, and have been expressing their outrage with the hastag #rescorejunesat.
In my last post, I argued that the SAT essay might be inappropriately difficult for its intended purposes and that floor effects make it essentially worthless for distinguishing among lower-ability students. In this post, I'm going to argue that the SAT essay score appears similarly unhelpful for distinguishing among high-ability students.
The essay on the revised SAT marks a dramatic departure from the old essay. The old essay was a 25-minute, holistically scored exercise in persuasive writing. The new essay is a 50-minute, analytically scored rhetorical analysis.
In which I start to analyze the mock SATs from three books.
This is the third of a multipart series exploring the proposition that a large percentage of commercial test-preparation material is of scandalously poor quality. If you want to start at the beginning, part one is here.