Open AccessA SURVEY TO EVALUATE THE ALIGNMENT OF THE NEW SAT® WRITING AND CRITICAL READING SECTIONS TO CURRICULA AND INSTRUCTIONAL PRACTICES
Author(s) -
Milewski Glenn B.,
Johnsen Daniel,
Glazer Nancy,
Kubota Melvin
Publication year - 2005
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.2005.tb01984.x
Subject(s) - reading (process) , curriculum , mathematics education , critical reading , psychology , scale (ratio) , computer science , pedagogy , linguistics , physics , philosophy , quantum mechanics
The current paper presents the results of a large‐scale, national, reading and writing curriculum survey and evaluates the alignment of the survey results to the reading and writing skills measured by the new SAT®. It was hypothesized that the skills measured by the writing and critical reading sections of the new SAT would be aligned to the curricula reflected in the survey responses. A strong alignment would provide important validity evidence for the new SAT. A total of 2,351 high school and college teachers in the United States were asked about reading and writing skills, student proficiency in reading and writing, assignments, and background information. The results demonstrate a strong link between the skills measured by the new SAT and high school and college curricula and instructional practice. Limitations and next steps are discussed.