Preparing Students for College Admissions Tests

Autor/inn/en	Appelrouth, Jed I.; Zabrucky, Karen M.; Moore, DeWayne
Titel	Preparing Students for College Admissions Tests
Quelle	In: Assessment in Education: Principles, Policy & Practice, 24 (2017) 1, S.78-95 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2015.1075958
Schlagwörter	College Entrance Examinations; Test Coaching; Scores; Time on Task; Homework; Student Characteristics; Tutoring; High School Students; Individual Instruction; Group Instruction; Multiple Regression Analysis; Correlation; Georgia (Atlanta); District of Columbia; New York (New York); SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Testverfahren; Zeitaufwand; Hausaufgabe; Förderkonzept; Nachhilfeunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individuelles Lernen; Gruppenunterricht; Korrelation
Abstract	Attaining successful outcomes on the SAT can have profound educational and financial consequences for college-bound students. Using archival data from a private tutoring centre, we investigated variables we hypothesised to contribute to SAT score increases. Our analyses revealed significant effects of time on task and rate of SAT homework completion. Starting preparation earlier in the junior year and distributing tutoring sessions over larger intervals contributed to higher SAT score improvements. Testing effects were significant: more frequent practice tests significantly increased SAT scores. Official SAT administrations contributed more to score increases than did unofficial practice tests. Individual tutoring hours yielded greater increases than did group tutoring hours. Student characteristics such as gender, SES, or private or public school attendance were not significant. Implications for improving test preparation for students as well as directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01