Что измеряет SAT? Спроси любого школьника, пользователя анон форума типа реддита, или даже студента — все скажут, что SAT это просто стандартизированный тест, который проверяет вашу готовность к тесту. Признаться, я и сам говорил это, и не раз. А вот волей судеб зашел разговор о стандартизированных тестах с представителями несколько другого поколения и несколько другого социального класса. И там абсолютная уверенность совершенно в других тезисах, подкрепленная научными работами. Ну, я, собственно решил почитать да посмотреть, че да как на самом деле. Натурально атомная бомба для предубеждений. www.ncbi.nlm.nih.gov/pmc/art…C3756515 In two studies, we found that SAT scores correlated up to 0.8 with measures of fluid reasoning ability and g, and as highly with traditional intelligence test scores as scores on those tests did with each other. Frey and Detterman established that the SAT (and, with Koenig, the ACT) was g-loaded, could be used as a proxy measure for intelligence, and could be converted to an IQ scale with a simple equation In the most recent validity sample of nearly a quarter million students, SAT scores and high school GPA combined offered the best predictor of first year GPA for college students. Including SAT scores in regression analyses yielded a roughly 15% increase in predictive power above using high school grades alone. Additionally, SAT scores improved the prediction of student retention to the second year of college Nearly a decade ago, Kuncel and Hezlett provided a detailed rebuttal to four misconceptions about the use of cognitive abilities tests, including the SAT, for admissions and hiring decisions: (1) a lack of relationship to non-academic outcomes, (2) predictive bias in the measurements, (3) a problematically strong relationship to socioeconomic status, and (4) a threshold in the measures, beyond which individual differences cease to be important predictors of outcomes Yet research has consistently demonstrated that it is remarkably difficult to increase an individual’s SAT score, and the commercial test prep industry capitalizes on, at best, modest changes. Short of outright cheating on the test, an expensive and complex undertaking that may carry unpleasant legal consequences, high SAT scores are generally difficult to acquire by any means other than high ability. We know that other variables, such as test anxiety and self-efficacy, seem to exert some influence on SAT scores, though not as much influence as intelligence does. Importantly, though, group differences demonstrated on the SAT may be primarily a product of these noncognitive variables. For example, Hannon demonstrated that gender differences in SAT scores were rendered trivial by the inclusion of test anxiety and performance-avoidance goals Кстатие эту статью тоже интересно почитать: The results revealed that none of the cognitive/learning factors accounted for gender differences in SAT performance. However, the social/personality factors of test anxiety and performance-avoidance goals each separately accounted for all of the significant gender differences in SAT-V, SAT-M, and overall SAT performance p.s. performance-avoidance goals: [can be] characterized as one's desire to not perform poorly on measures of achievement