Effect of Fewer Questions per Section on SAT® I Scores. Research Report No. 2003-2. ETS RR-03-08

Autor/inn/en	Bridgeman, Brent; Trapani, Catherine; Curley, Edward
Institution	College Entrance Examination Board; Educational Testing Service
Titel	Effect of Fewer Questions per Section on SAT® I Scores. Research Report No. 2003-2. ETS RR-03-08
Quelle	(2003), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Entrance Examinations; Test Items; Timed Tests; Verbal Tests; Mathematics Tests; Scores; Achievement Gains; Statistical Analysis; High School Students; National Merit Scholarship Qualifying Test; Preliminary Scholastic Aptitude Test; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Test content; Testaufgabe; Mündliche Prüfung; Achievement gain; Leistungssteigerung; Statistische Analyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Scholarship; Scholarships; Assessment; Stipendium; Eignungstest; Eignungsprüfung; Hochschulzulassung
Abstract	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. (As Provided).
Anmerkungen	College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01