The Utility of the SAT I and SAT II for Admissions Decisions in California and the Nation

Kobrin, Jennifer L.; Milewski, Glenn B.

doi:10.4324/9780203463932_the_utility_of_the_sat_i

Cited by 22 publications

(27 citation statements)

References 5 publications

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“…Finally, among the college students, GPA and SAT scores indicate other substantive differences, such that White and Asian students have higher GPAs and test scores than do underrepresented minority students. Group differences on these and the other measures have been found in other research (e.g., Kobrin et al, 2002) and will be discussed in detail in a later section.…”

Section: Baseline Assessmentssupporting

confidence: 60%

“…Correlations also differed somewhat for different ethnic groups: the predictive effectiveness of the SAT-C varied from the highest (.64) for White students to the lowest (.50) for Native American students, with Asian American (.63), Black (.62), and Hispanic (.53) students taking intermediate positions in the order specified here. Kobrin, Camara, and Milewski (2002) examined the validity of the SAT for college admission decisions in California and elsewhere in the United States. They found that, in California, SAT I and SAT II both showed moderate correlations with family income (in the range of .25 to .55 for SAT I and in the range of .21 to .35 for SAT II) and parental education (in the range of .28 to .58 for SAT I and in the range of .27 to .40 for SAT II).…”

Section: Introductionmentioning

confidence: 99%

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The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills

2006

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This article describes the formulation and execution of the Rainbow Project, Phase I, funded by the College Board. Past data suggest that the SAT is a good predictor of performance in college. But in terms of the amount of variance explained by the SAT, there is room for improvement, as there would be for virtually any single test battery. Phase I of the Rainbow Project, described here, uses Sternberg's triarchic theory of successful intelligence as a basis to provide a supplementary assessment of analytical skills, as well as tests of practical and creative skills, to augment the SAT in predicting college performance. This assessment is delivered through a modification of the Sternberg Triarchic Abilities Test (STAT) and the development of new assessment devices. Results from Phase I of the Rainbow Project support the construct validity of the theory of successful intelligence and suggest its potential for use in college admissions as an enhancement to the SAT. In particular, the results indicated that the triarchically based Rainbow measures enhanced predictive validity for college GPA relative to high school grade point average (GPA) and the SAT and also reduced ethnic group differences. The data suggest that measures such as these potentially could increase diversity and equity in the admissions process.

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Section: Baseline Assessmentssupporting

confidence: 60%

Section: Introductionmentioning

confidence: 99%

The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills

2006

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“…Perhaps unsurprisingly, high school grade point averages (GPAs) are even better predictors than SATs (and subsume the predictive value of SATs). However both SAT scores and college GPAs are highly related to family income and to ethnicity (Kobrin et al 2002). Sternberg et al have proposed supplementing the SATs with measurements of creative and practical skills, based on his theory of 'successful intelligence' (Sternberg 2006).…”

Section: Discussionmentioning

confidence: 99%

Deep learning questions can help selection of high ability candidates for universities

2008

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Selection of students for places at universities mainly depends on GCSE grades and predictions of A-level grades, both of which tend to favour applicants from independent schools. We have therefore developed a new type of test that would measure candidates' 'deep learning' approach since this assesses the motivation and creative thinking that we look for in university students. We recruited 526 applicants to Oxford University and gave them a short commentary test and a learning style questionnaire. Specific deep learning approach questions correlated with results in the new test, and both predicted whether the candidate subsequently obtained a place at Oxford. Furthermore high scores on one open-ended commentary question, demanding arguments in favour of a case, produced a greater than 70% chance of obtaining a first class degree at the end of their course irrespective of the candidates' type of school attended or GCSE scores. Candidates from State schools scored as well as those from Independent schools in both tests. Thus our test seemed to index candidates' potential to succeed at a highly selective university, and might usefully be added to current selection procedures for such universities.

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“…It often assumes the form of sequence completion [8] and it is a prerequisite for many valued abilities in school and business such as coding, that permits to learn basic programming concepts.…”

Section: Introductionmentioning

confidence: 99%

Tangible Interfaces for Cognitive Assessment and Training in Children: LogicART

Ferrara

Ponticorvo

Ferdinando

et al. 2016

Smart Education and E-Learning 2016

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This paper describes how to use tangible interfaces for cognitive assessment and training. Assessment and training are two fundamental phases in the learning process: assessment allows to gather information in order to identify the learner starting level and monitor progresses that training can lead to. Assessment uses tests, some of which are addressed to cognitive abilities. Many tests for cognitive abilities are based on verbal materials that are not suitable for population such as young children or people with special needs, and people with hard cognitive disabilities or sensory impairment. In these cases it would be more fruitable to use physical objects. This paper illustrates a hardware-software system, LogicART, that can be used in assessment and training of cognitive abilities, such as reasoning, memory, categorization, etc. exploiting physical materials augmented by RFID/NFC Technology. These materials, employed to study cognitive abilities, offer the advantage to stimulate multisensoriality and manipulation.

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The Utility of the SAT I and SAT II for Admissions Decisions in California and the Nation

Cited by 22 publications

References 5 publications

The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills

The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills

Deep learning questions can help selection of high ability candidates for universities

Tangible Interfaces for Cognitive Assessment and Training in Children: LogicART

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