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New SAT Scores--Looking at College Admissions Profiles

Monday, May 23, 2016

The College Board recently (5/9/16) released concordance tables which compare March, 2016’s SAT scores (resulting from the first administration of the new version of the SAT) to previous SAT scores—scores that were calibrated and refined during the years between March, 2005 and March, 2016. It is especially important to understand the equivalent value of the new SAT scores when comparing these SAT scores to reported admissions criteria on Naviance or any published data-based sources which used the SAT scores previous to March, 2016 to report current admissions outcomes.

 

If you or your student are planning to use ACT scores as a way to evaluate your chance of admission or to submit standardized test scores to colleges then this has no bearing on those scores.

 

When you evaluate March SAT scores, however, it is very important that you bear in mind this new concordance information. For instance, if your student or you, if you are the student, got a 1300, on the new March SAT this is equivalent to 1230 on the old SAT. So whether you look at Naviance or another data source reporting SAT scores for various colleges, you need to use the equivalent old SAT score, not the new score to compare yourself to this previously collected data posted as a reflection of admission’s trends in various colleges. (Right now, the data represented in Naviance and other data bases is from the years previous to this year's, 2016's, graduating class. So it is listed in old score SAT terms.) 


The same is true of any data on a college website, or in national guides, either in print or online, like Fiske Guide to Colleges, for example. This data is all based on old--pre March, 2016--SAT test score data.

 

So be sure to adjust your thinking about the new scores and make the adjustment when looking at data collected and published using old scores.

 

The charts correlating the new and old scores may be found on the College Board website at:

https://collegereadiness.collegeboard.org/pdf/higher-ed-brief-sat-concordance.pdf

 I found pages 8 and 9 especially helpful as far as converting students scores to the old equivalent scores.


 Jan Rooker #SAT scores #college admissions #student advice #parent advice

 

To overcome test anxiety: Practice, Practice, Practice!

Wednesday, March 09, 2016

Test anxiety or performance anxiety is something that can get in the way of strong results on a test. And when that test is an important one—one that seems like it can determine a student’s future, for instance, because it is related to what colleges he applies to--test anxiety can be very incapacitating.

 In its mildest form test anxiety might cause butterflies in the tummy, and tight muscles in your neck and back that you notice only when you start to get sore an hour into the test. At its worse, test anxiety can cause difficulty in concentrating, even sometimes causing your mind to go blank. As an example of how difficult anxiety can make things, the admissions director of an East Coast college told me this story. He was preparing to give his first speech to the faculty at the campus where he had been newly appointed. When he was introduced in front of an auditorium full of dignitaries he walked to the stage and placed his speech on the podium. Looking down, preparatory to beginning his speech, the top page of the speech appeared blank. He took a very deep breath and looked around smiling; when he looked down again, the words of the speech had reappeared.

When it comes to avoiding test anxiety, there are four behaviors you need to master to be well prepared for a test:

Know the material on which you will be tested is the first behavior to master. Know it as it was taught, but also know how to apply it in new situations and be able to manipulate it. Sometimes students think that being familiar with the material is enough. They say, “Well I read the chapter twice.” But in a situation where you are likely to be nervous, you have to know it better than this. It is like the difference between being able to recognize information and being able to recall information. If I ask you to recognize the U.S. states in a group of words on a page, all you have to do is circle the familiar words that you know are states. If I ask you to recall the U. S. states, I might give you a blank sheet of paper and ask you to list all the states. The second activity is much more difficult to do. It requires much more preparation. And if you were anxious, it would be much easier to forget the names of the states.  But this is how well you need to know that material on which you will be tested.

 Know the format of the test is the second behavior to master. How many sections does it have? How much time will you have for each section? How will each section be graded? Does each section always contain these same kinds of questions? Are they always in this order? How do you usually perform on this section of the test? Do you run out of time? How can you compensate for that?

 For instance on the ACT Exam, the Reading Section always comes third in the test—after the English and Math Sections. It is always 35 minutes long. It always has four reading passages, each followed by 10 questions. The first passage is always fiction; the second, social science; the third, humanities; and the fourth, physical science. If you have trouble finishing all the questions in 35 minutes, it is okay to guess on the ones that are left, because the test givers do not penalize you more than one point for wrong answers. And if you have to rush in your reading, it is easier to skim the social science or the physical science sections because they are less likely to have a “voice” you need to “get”.

 Practice is the third behavior to master to avoid test anxiety. I remember watching a world class tennis player practicing at Harry Hopman’s Tennis Academy. She hit the same shot for about an hour and a half. There was a towel on the court that the ball was supposed to hit. After she finished that she ran wind sprints for 15 minutes in 90 degrees until she couldn’t breathe. The idea was that if she could make the shot under these conditions she would be able to do it every time even with the pressure on the court in competition.

 The only way to experience taking an admissions test and building up the endurance you need to concentrate for three and one half hours is to take practice tests. The students of mine who have become the most successful test takers have committed to taking a whole practice test every Saturday for four weeks before they actually take the real test. And I believe in rewards. So I tell each student to treat him or herself to something nice when finished. Sometimes one buys a new article of clothing; sometimes one watches sports for four hours lying on the sofa. You get the idea.

 Practice behaviors to employ incase test anxiety strikes during the test is the fourth and final behavior to master to avoid test anxiety. These behaviors usually have to do with interrupting the kind of thinking that takes you away from the task at hand and toward a whirlwind of negative self doubt. One behavior might be a deep breathing exercise. Another might be repeating a mantra of positive affirmations that you have memorized ahead of time. Another might be systematically tightening and then loosening the muscles in your body. I like a new ritual I have recently learned: take a deep breath, close your eyes rub your hands together a few times and then put one hand on your heart and one on your head and let you breathe out. After a half a minute, open your eyes and move on.

 And good luck on your next test!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 


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