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On the Factorial Structure of the SATand Implications for Next-Generation College Readiness Assessments

机译：SAT的因式结构及其对下一代大学入学评估的启示

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The name ‘‘SAT’’ has become synonymous with college admissions testing; it has been dubbed ‘‘the gold standard.’’ Numerous studies on its reliability and predictive validity show that the SAT predicts college performance beyond high school grade point average. Surprisingly, studies of the factorial structure of the current version of today’s SAT, revised in 2005, have not been reported, if conducted. One purpose of this study was to examine the factorial structure of two administrations of the SAT (October 2010 and May 2011), testing competing models (e.g., one-factor—general ability; two factor—mathematics and ‘‘literacy’’; three factor—mathematics, critical reading, and writing). We found support for the two-factor model with revise-in-context writing items loading on (and bridging) a reading and writing factor equally, thereby bridging these factors into a literacy factor. A second purpose was to draw tentative implications of our finding for the ‘‘next generation’’ SATor other college readiness exams in light of Common Core State Standards Consortia efforts, suggesting that combining critical reading and writing (including the essay) would offer unique revision opportunities. More specifically, a reading and writing (combined) construct might pose a relevant problem or issue with multiple documents to be used to answer questions about the issue(s) (multiple-choice, short answer) and to write an argumentative/analytical essay based on the documents provided. In this way, there may not only be an opportunity to measure students’ literacy but also perhaps students’ critical thinking—key factors in assessing college readiness.
机译：“ SAT”这个名称已成为大学入学考试的代名词;它被称为“黄金标准”。有关其可靠性和预测效度的大量研究表明，SAT预测的大学成绩超出了高中平均成绩。令人惊讶的是，如果进行了有关2005年修订的当前SAT当前版本的阶乘结构的研究，则尚未报告。这项研究的目的之一是检查SAT的两个主管部门的阶乘结构（2010年10月和2011年5月），测试竞争模型（例如，一个因素-总体能力;两个因素-数学和“识字率”;三个因素-数学，批判性阅读和写作）。我们发现支持两因素模型，即在上下文中进行修订的写作项目平均加载（和桥接）阅读和写作因素，从而将这些因素桥接为读写因素。第二个目的是根据共同核心州标准协会的努力，为“下一代” SAT或其他大学入学考试得出我们的发现的初步含义，表明结合批判性阅读和写作（包括论文）将提供独特的修订机会。更具体地说，阅读和写作（组合）结构可能会构成一个相关问题或具有多个文档的问题，用于回答有关该问题的问题（多项选择，简短回答）并撰写基于论证/分析性论文的论文。在提供的文件上。这样，不仅可以衡量学生的读写能力，还可以衡量学生的批判性思维，这是评估大学入学准备的关键因素。

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