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Download full textGierl, Mark J.; Leighton, Jacqueline P.; Wang, Changjiang; Zhou, Jiawen; Gokiert, Rebecca; Tan, Adele – College Board, 2009
The purpose of the study is to present research focused on validating the four algebra cognitive models in Gierl, Wang, et al., using student response data collected with protocol analysis methods to evaluate the knowledge structures and processing skills used by a sample of SAT test takers.
Descriptors: Algebra, Mathematics Tests, College Entrance Examinations, Student Attitudes
Liu, Jinghua; Schuppan, Fred; Walker, Michael E. – College Board, 2005
This study explored whether the addition of the items with more advanced math content to the SAT Reasoning Test™ (SAT®) would impact test-taker performance. Two sets of SAT math equating sections were modified to form four subforms each. Different numbers of items with advanced content, taken from the SAT II: Mathematics Level IC Test (Math IC),…
Descriptors: College Entrance Examinations, Mathematics Tests, Test Items, Difficulty Level
Cornetto, Karen M.; Schmitt, Lisa N. T. – Online Submission, 2007
This report summarizes results of the Spring 2007 Austin Independent School District high school students' exit survey, with comparative results from previous years.
Descriptors: School Districts, High School Students, Student Surveys, Comparative Analysis
