A look at the new SAT

Bradshaw, Trina

CA

IL

Long, Rosemary. 2016. A look at the new SAT. Booklist, p. 19. Retrieved from: http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=116167865&site=ehost-live

Summary:

Long describes the recent changes to the SAT test, an important assessment tool for students that are planning on going to college. The first observation is that the SAT has adopted some of the popular feature of the ACT test, the SAT competitor for measuring student readiness for college. The first is that test takers are not penalized for wrong answers as they were previously, making it less likely that students will leave answers blank. Additionally, they reduced the number of answer choices from five to four. To accommodate for these changes, the testing time has also been reduced, with an optional essay question making up the change in time. The material being tested has been adjusted so that it focuses on real knowledge that connects to learning in school and the real world, rather than on a student’s mastery of test-taking tricks. There has also been an increase in the use of vocabulary in context rather than in isolation. The writing section has been shifted so that students are asked to analyze a provided text rather than write on a self-selected topic. In addition, the scale has been minimized, with a report being provided on subcategories as well as an overall score. The article ends by giving valuable resources that have been updated to address the changes in the SAT including practice exams, databases of college admission requirements, financial aid support, career exploration tools, and resources for students with special needs.     

Review:

Knowledge of the new SAT is essential for educators and librarians since it is the primary tool used to measure college readiness. With the impending announcement of how the state will calculate the Academic Performance Index (API), and the suggestion that SAT scores will be an important qualifier, we want to prepare our students to be able to meet these new demands and succeed. As a classroom teacher, I have yet to receive any training or information on the new SAT. Thus, the resources mentioned at the end will be invaluable for my own edification and for sharing with colleagues.