collegereadiness.collegeboard.org

SAT ®

THE REDESIGNED

Eight Key Changes to the SAT®

Words in Context Command of

Evidence

Math that Matters

Most

Essay Analyzing a

Source

No Penalty for

Guessing

U.S. Founding

Documents and the

Great Global

Conversation

Analysis in Science

and in History/Social

Studies

Problems Grounded

in Real-World

Contexts

Students will need to:

Interpret meaning based on context

Master relevant vocabulary

Engage in close reading

Words In Context

Students will be asked to:

Interpret, synthesize, and use evidence

found in a wide range of sources

Support the answers they choose

Integrate information conveyed through

both reading passages and informational

graphics

Command of Evidence

The redesigned essay will:

More closely mirror college writing

assignments

Cultivate close reading, careful analysis,

and clear writing

Promote the practice of reading a wide

variety of arguments and analyzing an

author’s work

Essay Analyzing a Source

Redesigned SAT® Essay Prompt

[Sample Passage here]

(In this example , passage is adapted from “Why Literature Matters” by

Dana Gioia. ©2005 by The New York Times Company. Originally published

April 10, 2005.)

1

2

3

Current research shows that three key areas

most contribute to readiness for college and

career training:

Problem Solving and Data Analysis

(quantitative literacy)

Heart of Algebra (mastery of linear

equations)

Passport to Advanced Math (familiarity with

more complex equations)

Math that Matters Most

Redesigned SAT® Sample Item: Math

Students will engage with questions that:

Directly relate to the work performed in

college and career

Include charts, graphs, and passages likely

to be encountered in science, social

science, and other majors and careers

Feature multistep applications to solve

problems in science, social science, career

scenarios, and other real-life contexts

Problems Grounded in Real-World Contexts

Students will apply their reading, writing,

language, and math skills to answer questions

in science, history, and social studies contexts.

Analysis in Science and in History/Social Studies

Redesigned SAT® Sample Item: Math

The redesigned SAT will include one of the

following:

An excerpt from one of the Founding

Documents

A text from the ongoing Great Global

Conversation about freedom, justice, and

human dignity

No prior knowledge of the text will be required.

U.S. Founding Documents and

the Great Global Conversation

One point for each correct answer

Zero points for unanswered items

Zero points for wrong answers

No Penalty for Guessing

Test Specification Comparison

Scores

200-800 points

About the Redesigned SAT®

200-800 points

Math Essay

(separate scores)

3 Hours 50 Minutes

Evidence-Based

Reading and Writing

200-800 points

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SAT® Scores and Subscores

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SAT® Essay Scores

The SAT Essay reports scores on three dimensions:

Reading 2–8 Scale

Analysis 2–8 Scale

Writing 2–8 Scale

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About the first administration of the

new SAT®

Approximately 463,000 test-takers registered for the

March administration of the SAT

277,000

186,000

National Administration

SAT School Day

Results from the post-admin student survey:

► By a 6 to 1 margin, students preferred the format of the new SAT.

► 75% of students said the Reading Test was the same as or easier than they expected.

► 80% of students said the vocabulary on the test would be useful to them later in life.

► 59% of students said the Math section tests the skills and knowledge needed for success in college and their professional career.

First administration of the new SAT:

What we heard

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1.3 MILLION

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FAQ: Are students using Khan

Academy? How do you know it works?

68% Asian

65% African-

American

61% Hispanic

60% Caucasian

19% Students paying for test prep resources

Concordance

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► To provide information that:

► Is technically defensible

► Is both easy to use and flexible (allows for varied uses)

► Is clear and makes sense to both Higher Ed and K12

audiences

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Goals for Developing Concordance

► We’re using the Equipercentile Concordance method, which

relates scores on each test that have the same percentile rank.

In other words, two scores are considered concorded when the

percentage of students achieving each score is the same. For

example, if 75 percent of a group of students achieve a score of

X on one test, and 75 percent of the same group of students

achieve a score of Y on a different test, score X would be

considered concorded to score Y.

Developing Concordance Tables

► Compare scores on the redesigned SAT to pre-March 2016 SAT

or ACT scores.

► Determine a policy score on the redesigned SAT that is

comparable to a pre-March 2016 SAT policy score.

► Convert a redesigned SAT score to a pre-March 2016 SAT score

for use in a predictive model or index.

► Compute comparable scores to use in internal and external

reports.

Uses of Concordance

Concord Scores for the High School Class of 2016

Given that most applicants from the class of 2016 will submit Old

SAT® scores only, most colleges will convert any new SAT scores

to current SAT scores for this cohort.

Concord Scores for the High School Class of 2017

Given that most applicants for the class of 2017 will submit new

SAT scores only, most colleges will convert Old SAT scores to

redesigned SAT scores for this cohort.

How should I use the concordance tables?

(Which direction should I concord?)

► Total to Total

► 1600 to 1600

► 2400 to 1600

► Section to Section

► CR+W to ERW

► Math to Math

► Section to Test (or Test to Section)

► Critical Reading to Reading Test

► Writing to Writing and Language Test

Concordance Tables on Three Levels

Using Total to Total Concordance Tables Example:

For a program where a grade point average of 3.0 and 1040 (out of 1600) on the Old 2016 SAT meets a sliding scale for admission without further review.

Compare student CR+M

to this score

Compare student Total or ERW+M

to this score

Requirement Old SAT

Requirement New SAT

1040 Total SAT Use Total to Total 1600 table to find new SAT minimum

10XX Total SAT

Total to total concordance

Section to Section

► Section to Section

► CR+W to ERW

► Math to Math

Using Section to Section Tables

Example:

Students with a score of less than 550 on the Math Section of the Old SAT are required to take a placement test.

Compare student Math Section to

this score

Compare student Math on new SAT

to this score

Requirement Old SAT

Requirement New SAT

550 Math Use Math Section to Math Section Concordance Table

Math 5YY

Section to section concordance

Use Concorded Scores in Predictive Models

built on Old SAT scores Example:

Admission Index =

(CR*0.000827)+(Math*0.001022)+(Writing*0.67977)+

(HSPGA*0.000903)-1.033792 Note: Numbers are provided for example only and do not represent real index formulas.

New SAT Score Old SAT Scores

Reading Test To find comparable CR‐ use Test to Section Table: Reading Test to CR

Math Test To find comparable Math‐ use Test to Section Table: Math Test to Math Section

Writing and Language Test

To find comparable Writing‐ use Test to Section Table: Writing and Language Test to Writing Section

In addition to the tables themselves, three tools will be available

Smartphone Apps

iPhone and Android apps — provide

the same functionality as the old score

conversion slider.

Web

Provides the same functionality as

the apps, enabling users to make

score-to-score conversions.

Large-Scale Concordance

Higher education institutions may also

need tools to convert large numbers of

scores quickly.

► When using SAT concordance tools or tables, it is common and

expected to see the sum of the section scores not equal the total

score.

► For example, you might see your total score on the new SAT

would have been 1240, but your section scores are 610 for Math

and 600 for Evidence-Based Reading and Writing.

► The difference is the result of having concordance tables at

different levels—total-to-total; section to section; or section-

to-test (or test-to-section).

► 4 out 5 five score combinations will have a total concordance

that differs from their section concordance by 30 points or less.

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FAQ: Why don’t section scores add up

to the total on the score converter?

Validity

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Preliminary Validity Study- Process

• Fifteen four-year institutions administered a pilot form of the redesigned SAT® to a sample of first-year, first-time college students very early in the fall semester of 2014.

– Measures were taken to ensure that the redesigned SAT was administered to students under standardized conditions and that students were motivated to perform well on the test.

• Participating institutions provided the College Board with these students’ first-year performance data in June 2015

• These data allowed the College Board to analyze the relationships between SAT scores and college performance.

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Rule of Thumb for Interpreting Correlation Coefficients

A general rule of thumb for interpreting correlation coefficients is offered by Cohen (1988):

Small correlation has an absolute value of approximately 0.1

Medium correlation has an absolute value of approximately 0.3

Large correlation has an absolute value of approximately 0.5 or higher

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Correlations of Interest

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Predictor(s) Correlation(s)

1. HSGPA 0.48 (0.27)

2. SAT® EBRW 0.51 (0.33)

3. SAT Math 0.49 (0.30)

4. SAT EBRW, SAT Math 0.53 (0.35)

5. HSGPA, SAT EBRW, SAT Math 0.58 (0.40)

Corrected (Raw) Correlations of Predictors with FYGPA

Note: Number of students (ns) = 2,050. Pooled within-institution, restriction of range corrected correlations are presented. The raw correlations are shown in parentheses.

2.81 2.78

3.03 2.95

3.21 3.03

3.36 3.31

3.59

1.00

1.50

2.00

2.50

3.00

3.50

4.00

B A

FYG

PA

HSGPA

600-790 800-990 1000-1190 1200-1390 1400-1600

Incremental Validity of the Redesigned SAT®: Mean FYGPA by SAT Total Score Band, Controlling for HSGPA

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(graphical depiction of 0.10 incremental validity added by SAT above HSGPA to predict FYGPA)

Note: HSGPA ranges are defined as follows: “A” range: 4.33 (A+), 4.00 (A), and 3.67 (A-); “B” range: 3.33 (B+), 3.00 (B), and 2.67 (B-). Results based on fewer than 15 cases are not reported. Not reported are all of the C or lower HSGPA group, HSGPA B: 400–590 SAT score band, and HSGPA A: 400–590 and 600–790 SAT score bands.

Relationship Between SAT® Evidence-Based Reading and Writing Scores and Course Grades in the Same Domain

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Note: Results based on fewer than 15 cases are not reported (e.g., score band 200–290, n = 1). Average English course grade includes first-semester courses that are reading and writing intensive (excluding foreign and classical languages).

2.64

2.89

3.13

3.43

3.65

1.00

1.50

2.00

2.50

3.00

3.50

4.00

300-390(n=31)

400-490(n=163)

500-590(n=321)

600-690(n=505)

700-800(n=363)

Ave

rage

Co

urs

e G

rad

e in

En

glis

h

SAT EBRW Section Score Band

Relationship Between SAT® Math Section Scores and Course Grades in the Same Domain

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2.09

2.50 2.59

2.95

3.27

1.00

1.50

2.00

2.50

3.00

3.50

4.00

300-390(n=29)

400-490(n=71)

500-590(n=175)

600-690(n=368)

700-800(n=429)

Ave

rage

Co

urs

e G

rad

e in

Mat

hem

atic

s

SAT Math Section Score Band

Note: Results based on fewer than 15 cases are not reported (e.g., score band 200–290, n = 1). Average math course grade includes first-semester course work in algebra, precalculus, calculus, and statistics.

Relationship Between Analysis in Science Cross-Test Scores and Course Grades in the Same Domain

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2.48

2.70 2.83

3.12

3.43

1.00

1.50

2.00

2.50

3.00

3.50

4.00

15-19(n=26)

20-24(n=139)

25-29(n=276)

30-34(n=543)

35-40(n=402)

Ave

rage

Co

urs

e G

rad

e in

Sci

en

ce

SAT® Analysis in Science Cross-Test Score Band Note: Results based on fewer than 15 cases are not reported (e.g., score band 10–14, n = 0). Average science course grade includes first-semester course work in natural sciences, health sciences, and engineering.

Relationship Between Analysis in History/Social Studies Cross-Test Scores and Course Grades in the Same Domain

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2.54

2.98 3.14

3.44

3.62

1.00

1.50

2.00

2.50

3.00

3.50

4.00

15-19(n=38)

20-24(n=125)

25-29(n=313)

30-34(n=401)

35-40(n=372)

Ave

rage

Co

urs

e G

rad

e in

His

tory

/So

cial

Stu

die

s

SAT® Analysis in History/Social Studies Cross-Test Score Band

Note: Results based on fewer than 15 cases are not reported (e.g., score band 10–14, n = 3). Average history/social studies course grade includes first-semester course work in history and social sciences.

► After the first administration of the redesigned SAT in March 2016, the College Board will launch a more comprehensive, longitudinal national SAT validity study in partnership with colleges and universities.

► This study will examine the relationship between SAT scores and important college outcomes such as GPA, course grades, persistence, and completion.

► Initial findings from this large-scale study will be available in 2019.

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National Validity Study of the

Redesigned SAT®

*Institutions interested in participating in the upcoming national validity study of the redesigned SAT should contact nsatvastudy@collegeboard.org prior to September 2018.

SAT Suite of assessments: K-12

SAT College and Career

Readiness Benchmarks

Grade 8 Grade 9 Grade 10 Grade 11 SAT

Section-level 390 410 430 460 480 ERW

430 450 480 510 530 MATH

75% likelihood of a student achieving at least a “C” grade in a first-

semester, credit-bearing college course in a related subject

Set at Section Level

“Backcast” Grade-Level Benchmarks:

Benchmark Rationale

► Simple definition of success:

Achieve credit in select first-semester, credit-bearing courses and/or ‘major’

courses

Consistent with consortia and other definitions of College Readiness

Clear definition for policy-makers

► Helps students understand where to take action

► Helps educators identify students who need additional support to get on

track for college readiness

Student Online Score Report

NOTE: Reports shown are illustrations, and all data is fictitious.

► Students were able to link their College Board and Khan Academy

accounts when they received their PSAT/NMSQT and SAT results.

► Linking a student’s accounts will further personalize practice:

the practice recommendations on Khan Academy will be based

on the student’s PSAT/NMSQT results

► All future scores from the SAT Suite of Assessments will also be sent to

help customize a student’s practice and recommendations on

Khan Academy.

► Students will be able to jump right into practice without having to

take any additional diagnostic quizzes or practice tests to get

personalized recommendations.

Linking Khan Academy and

College Board Accounts

SAT Suite of assessments : Higher Ed

► Finalize processes requiring concordance during transition.

Updating Policies & Procedures

Activities Stakeholders Affected

• Examine/update policies and

protocols that use concorded scores:

• Comparing scores

• Setting policies

• Developing predictive models

• Reporting

• Validate and test all necessary

processes step-by-step

• Admissions staff

• Financial Aid and Scholarships

• State or system programs

• Enrollment consultants

• Contractors

• Application Readers

• Institutional Research

NCAA Eligibility

“If you take the current SAT before March 2016

and then take the redesigned SAT at a later date,

the NCAA Eligibility Center will not combine

section scores from the current and redesigned

SAT when determining your initial eligibility. The

NCAA Eligibility Center will only combine section scores from the

same version of the test. Because the redesigned SAT varies in

design and measures different academic concepts than the current

SAT, a numerical score on the current test may not be equivalent to

the same numerical score “on the redesigned test.”

http://www.ncaa.org/student‐athletes/future/test‐scores

IPEDS:

Instruction change for reporting SAT scores:

2016-17

“… In 2016-17, SAT critical reading and math scores should

continue to be reported based on the current (2015) SAT score

range. Institutions that have scores based on the new (2016) SAT

score range should convert scores using the College Board

concordance tables.

Include Link here

New SAT Score Pre‐March 2016 SAT Scores

Reading Test To find comparable CR‐ use Test to Section Table: Reading Test to CR

Math Test To find comparable Math‐ use Test to Section Table: Math Test to Match Section

IPEDS:

Instruction change for reporting SAT scores:

2017-18

“…In 2017-18, SAT critical reading and math scores should be

reported based on the new (2016) SAT score range. Institutions

that have scores based on the (2015) SAT score range should

convert scores using the College Board concordance tables.

Include Link here

Pre‐March 2016 SAT Scores

New SAT Score

Critical Reading + Writing

To find comparable ERW (Evidence Based Reading and Writing) Section to Section Table: CR+W to ERW

Math To find comparable Math‐ use Test to Section Table: Math Section to Math Section

For more information go to: www.collegereadiness.collegeboard.org

Jacki Giordano, Senior Director Higher Education Services

jagiordano@collegeboard.org

Kate Gerbode-Grant, Educational Manager, Higher Education Services kgerbode-grant@collegeboard.org

Pete Sison, Educational Manager, Higher Education Services psison@collegeboard.org

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Questions?