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SAT’s Validity and Reliability
The Scholastic Aptitude Test or the Scholastic Assessment Test serves to measure the college aptitudes of future students and their readiness to study. The history shows that norms applied to this testing have considerably altered over 75 years of its existence and the latest version has become available in 2005. The most crucial virtues of the Standardized Aptitude Test are validity and reliability. Hence, there are different methods that identify these issues. First of all, the test should measure what it plans to assess; then, when it is defined, then, one can state that the SAT has relevant validity. Second, a reliable test is one that is reproducible (Fullinwider and Lichtenberd, 2004). In addition, the aspect of reliability is less contradicting than that of validity. Therefore, it is first better to examine the first dimension of the SAT.
Usually, the SAT’s reliability presupposes the study of differences between two editions of tests; if the results are the same, then the SAT can be recognized as highly reliable. However, it is impossible to take two tests within a short period. Therefore, as the SAT has three writing sections and three mathematics sections, researchers usually compare the results of those sections, which is nearly the same. It should be stressed that the majority of the researchers (Fullinwider and Lichtenberd, 2004; Sticker, 2007), mark a high level of reliability of the SAT tests. In particular, Fullinwider and Lichtenberd (2004, p. 107) believe that SAT’s reliability coefficient is approximately 0.9 (out of 1.0 maximum). This result has been justified by different variables, including outside factors and the number of the test-taking by students. The same argument is approved by Stickler (2007) who has found out that that “an internal consistency coefficient” is 0.91 if taking into consideration that the error measurement is about 30 points out of 100. The researcher has also used repeated testing and has chosen 1,120, 563 students in 1997 college. During the analysis, the SAT experiment has detected that repeated testing reveals higher points at the senior level. This, thus, indicates high retest reliability as well (Stickler 2007, p.4).
SAT’s validity is the second dimension of testing requiring a more in-depth investigation. When referring to this aspect, it is also necessary to consider predictive validity. Usually, validation is the difference between the SAT scores and GPA (grade point average). Therefore, to define validity means to calculate the scores and to correlate them with your average grade. This correlation can provoke the major bias of this dimension, which is commonly called as restriction of range (Fullinwider and Lichtenburg 2004). Hence, the problem is that GPA differences do not have any correlations with the SAT scores, as they can have no differences at all, in case a student has a perfect 4.0 GPA. Therefore, the best method is to compare the differences between SAT and the GPA of freshmen.
Stickler divides this problem into study groups: analysis of the SAT’s ability to predict success academic performance and consideration of the SAT’s validity. In the first case, the SAT proves to be efficient and valid whereas the second one affirms that this achievement test, as SAT measures a presumption that coincides with other measurements, like GPA and ACT (Stickler 2007, p.4). There are researchers (Stickler 2007; Flemming and Garcia 1998) who believe that the validity of the SAT is also affected by outer factors, like economic and social status, cultural and national biases.
Bejar and Blew (1981) study the influence of grade inflation, which is understood as grade increase without achievement improvement, on the predictive validity. By using the restriction of range criteria, the researcher has defined that there observes an increasing difference between a correlation of GPA SAT scores at the beginning of the study and at the end of it. This phenomenon calls as grade inflations. More importantly, the researchers have also found the SAT variations in terms of gender and time periods. Hence, it has been defined that female correlations were much higher than male ones; still in later periods, those correlations were equal.
According to Allalouf and Ben-Shakhar’s studies (1998), the SAT’s validity is greatly affected by coaching that does not always have a positive influence. Hence, the researcher engage a group of students of the academic year 1992-1993 with relevant coaching specifically designed for these purposes (Allalouf and Ben-Shakhar, 1998, p 34). The results have shown that coaching does have an impact on test scores where mathematics portion is more influenced than the verbal one (Allalouf and Ben-Shakhar, 1998, p. 37).
Flemming and Garcia (1998), when studying the SAT’s predictive validity among black and white students have discovered that “standardized tests predict academic performance much better for black students who attend predominantly black colleges” (p. 489). However, the given research also shows that the validity coefficient of black students studying in the black schools is about 2 % lower than those who study in the white schools. However, the research was conducted in the late 80s when the problem of racial discrimination was more rigid. Though the given research is not valid for the current situation, it still shows that racial issues are worth consideration.
Different studies revealed that Scholastic Achievement Test has many advantages in terms of its reliability and, to some extent, its validity. Hence, SAT is considered reliable by many researchers and among them are Stickler (2007), and Fullinwider and Lichtenburg (2004). Hence, owing to the fact that SAT includes several verbal and mathematics portions, it is always possible to measure the differences. What is more crucial is that this achievement test is considered to be reliable even during retesting. It is also worth mentioning that the SAT predictable validity and construct validity are in bid question, due to numerous drawbacks. First of all, it is necessary to say that the SAT has certain variations restrictions so that it is impossible to define a fix correlation between SAT scores and GPA scores. Secondly, the validity of testing also depends upon specific factors, namely, gender, age, year of study, racial issues, and social conditions, which does not influence reliability of the SAT. However, the main merit of this dimension lies in ability to foresee college success. The most persuasive argument in support of the SAT’s validation is it equals to the quality of the data. In my opinion, despite the fact that the SAT has some academic gaps, it is still rather efficient as comprised minimum of measurement errors. The reliability issue is also rather important as, the SAT displays a high level of reliability irrespective of number of the tests passed.
Assisting students with disabilities
It is crucial for students with disabilities to feel support on the high school counselor’s part. In particular, there is the necessity to work out specialized academic programs that would reveal the strengths and weaknesses of students. It is also important that the learning process of individual with disabilities should involve comfortable accommodation and correspondent equipment. Books and academic sources should also correspond to this case. Specific psychological approaches should be also applied to the process of instructing; therefore, there should be a special technique in supervising the training process and conducting lessons.
During the interview, I found out some useful details about the requirements of the student groups with disabilities.
What is the most difficult task for you? Is there something that you cannot overcome?
Student: The most difficult task for me is reading, as it is really hard for me to understand the content right after the primary reading. The problem is that I am lagging behind the group as my reading speed leaves much to be desired. This also hampers my engagement into the specifics of my discipline content.
Are there any problems concerning the relations with peers? Does this issue negatively influence the process of learning?
Student: I can address both to pleasant and unpleasant moment I have had during the learning process in college because my disease (quadriplegia) was often reduced to mistaking presumption regarding my intelligence. Therefore, it has taken a lot of time to prove that my abilities do not deviate from norms. Certainly, that has also influence my grade in the beginning of the study. But I managed to surpass those hardships.
What is the most interesting subject for you? Is it your major?
Student: Frankly speaking, I like all the disciplines connecting with calculating: defining the balance, solving different equalities, and so on. I am also keen on learning administration management and accounting, as I am dreaming to work as an accountant or as a manager.
Are you satisfied with the conditions of learning and with the learning process itself?
Student: While studying, I have noticed that some professors often fail to take into account my emotional and psychological needs, as I always feel pressure from nondisabled students, which is permitted by the professor. If a teacher paid more attention to my achievement, I would gain much higher results.
What facilities can improve the process of study?
Student: When studying on a full-time basis, it is necessary to provide some communicational devices to enforce the teacher- student interaction. Also, I feel uncomfortable in the class, as the furniture are not destined for students with disabilities. Hence, the equipment should be portable and easily operated. I should admit that it is not that easy to handle it and cope with all the tasks all the time.
Do you have any hobbies? How do usually spend your leisure time?
Student: I like walking in the open air and communicating to other students with the same problems. This helps me to distract my attention from difficulties I experience during the class.
What would you like to change to simplify your study?
Student: Perhaps, I would like to be more involved into the discussions in class, which I lack much, as my teacher believes that this is a complicated task for me.
What would your say if there were a special psychological training for students with disabilities?
Student: I think, it is a great idea, as this will surely help me to adjust to some specific conditions to realize that we are not alone.
What is your attitude to team projects?
Student: I love that most of all, as it always implies creativity and unconventional approach to the study. Besides, you some sort of responsibility for what you are going.
Then, I can assume that you like different kinds of contest in math or in writing, do not you?
Student: Yes, everything that is connected with checking my abilities and strengths is important for me.
Vocational Assessment
For students with disabilities, a lot of efforts and care is required if the assessment. Therefore, the evaluation process is not a primitive enumeration of what a disabled individual can do and what he/she cannot. Hence, there are several requirements to the process of assessment. First, parents should actively participate to contribute to the assessment. Second, it is necessary to analyze the performance of students with disabilities in various settings. Thirdly, to carry out an appropriate assessment, a highly qualified expertise should be introduced.
There exist different approaches and norms of vocational assessment. The first one reveals the analysis of training programs and curriculum plans that should be worked out according to the needs of disabled individuals. This type of vocational assessment proposed by Strohmer and Prout (1994) should encompass medical, psychological, social, and economic analysis in the context of goals of the evaluation process. This is required for career assessment of disabled students.
Suzuki et al. (2000) insist on the idea that the vocational assessment is the analysis of cultural and multicultural competence. Therefore, it should include the issues on vocational development of student with mental and psychical disorders and reveal other problems of their accommodation in a college. In this respect, counselors and instructors must be culturally aware thus demonstrating a high level of cultural training.
Apart from cultural and psychological vocational assessment of students of disabilities, there is also an interest vocational assessment that is considered as the one of essentials types of vocational assessment. As a whole, interests enlarge on individual’s likes and dislikes related to various career functions. This type of assessment is usually divided into three interest analyses: expressed interest analysis, measured interest, and inventoried interest (Fagan and Warden, 1996, p. 169). Hence, in the first case, it is necessary to conduct the interview in order to find out what preferences a student has. Measured interests are defined by means of knowledge evaluation, and, finally, inventoried interests are appraised by means of vocational inventories.
After a thorough consideration of the above-mentioned vocational assessments, it is possible to admit that all of them are reliable and can be applied in combination with each other. However, the interest assessment is, probably, the most effective one, as it promotes the understanding of students’ goal and their aptitude to certain disciplines. It should be also stressed that career assessment is also crucial for individual with mental and physical disorders, as they should be prepared for adult life as well. This vocational assessment can also be considered as reliable and valid. Finally, multicultural assessment also greatly contributed to an overall discovery of students’ abilities so that high-school counselor should be aware of national and cultural issues to be fully engaged into the problem.
Reference
Allalouf, A., and Ben-Shakhar (1998). The Effet of Coaching on the Predictive Validity of Scholastic Attitude Tests.
Bajar, I. I., and Blew, E. O. (1981). Grade Inflation and the Validity of the Scholastic Aptitude Test. American Educational Research Journal. 18(2), 143-156.
Fleming, J., and Garcia, N. (1998). Are Standardized Test Fair to African Americans?: Predictive Validity of the SAT in Black and White Institutions. Journal of Higher Education. 69(5), 471-495.
Fullinwider, R. K., and Lichtenberg, J. (2004). Leveling the playing field: justice, police, and college admissions. US: Rowman &Littlefield.
Stickler, L. (2007). A Critical Review of the SAT: Menace or Mild-Mannered Measure? TCNJ Journal of Student Scholarship. 9, 1-8.
Strohmer, D. C., and Prout, H. T. (1994). Counseling and Psychotherapy with Persons with Mental Retardation and Borderline Intelligence. US: John Wiley and Sons.
Suzuki, L. A., Ponterotto, J. G., Meller, P. J. (2000). Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications. US: John Willey and Sons.
Warden, T., and Warden, P. G. (1996). Historical encyclopedia of school psychology. US: Greenwood Publishing Group.
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