SAT Reasoning Test
"SAT" means:
Originally, SAT was an abbreviation for the Scholastic Aptitude Test. In 1993, the test was renamed the SAT I: Reasoning Test. At the same time, the former Achievement Tests were renamed the SAT II: Subject Tests. In 2004, the numerals "I" and "II" were dropped and the tests are now named the SAT Reasoning Test (or just SAT) and SAT Subject Tests. SAT is a simple and recognizable way of referring to the SAT Reasoning Test.
The SAT Reasoning Test is a measure of the critical thinking skills you'll need for academic success in college. The SAT assesses how well you analyze and solve problems—skills you learned in school that you'll need in college. The SAT is typically taken by high school juniors and seniors.
Each section of the SAT is scored on a scale of 200—800, with two writing subscores for multiple-choice and the essay. It is administered seven times a year in the U.S., Puerto Rico, and U.S. Territories, and six times a year overseas.
SAT Question Types
The SAT includes several different question types, including: a student-produced essay, multiple-choice questions, and student-produced responses (grid-ins). Select any section below to learn more about specific question types.
The Critical Reading Section Overview Time | Content | Item Types | Score | 70 min. (two 25-min. sections and one 20-min. section) | Critical reading and sentence-level reading | Reading comprehension, sentence completions, and paragraph-length critical reading | 200-800 |
The critical reading section, formerly known as the verbal section, includes short as well as long reading passages. Questions can be based on one, or sometimes two, reading passages. Some questions are not based on reading passages, but ask to complete sentences.
The critical reading section measures:
(1) Sentence Completion questions measure your:
• knowledge of the meanings of words
• ability to understand how the different parts of a sentence fit logically together
(2) Passage-based Reading
The reading questions on the SAT measure a student's ability to read and think carefully about several different passages ranging in length from about 100 to about 850 words. Passages are taken from a variety of fields, including the humanities, social studies, natural sciences, and literary fiction. They vary in style and can include narrative, argumentative, and expository elements. Some selections consist of a pair of related passages on a shared issue or theme that ask the students to compare and contrast.
The following kinds of questions may be asked about a passage:
• Vocabulary in Context: These questions ask the students to determine the meanings of words from their context in the reading passage.
• Literal Comprehension: These questions assess the students understanding of significant information directly stated in the passage.
• Extended Reasoning: These questions measure the students’ ability to synthesize and analyze information as well as to evaluate the assumptions made and the techniques used by the author. Most of the reading questions fall into this category. The students may be asked to identify cause and effect, make inferences, recognize a main idea or an author's tone, and follow the logic of an analogy or an argument.
Approaching Passage-based Reading
Below are samples of the kind of reading passages and questions that may appear on the test. For each set of sample materials, students should:
• read the passage carefully,
• decide on the best answer to each question, and then
• read the explanation for the correct answer.
The Mathematics Section
Overview
| Time | 70 min. (two 25-min. sections and one 20-min. section) | | Content | Number and operations; algebra and functions; geometry; statistics, probability, and data analysis | | Item Types | Five-choice multiple-choice questions and student-produced responses | | Score | 200-800 |
The SAT includes mathematics topics from up through a third-year college preparatory course, such as exponential growth, absolute value, and functional notation. It also places emphasis on such topics as linear functions, manipulations with exponents, and properties of tangent lines. Important skills such as estimation and number sense are measured through the multiple-choice and student response (grid-in) questions (formerly measured in the quantitative comparison format).
Can I use a calculator?
Yes. Students can use a four-function, scientific, or graphing calculator. The College Board recommends that students use at least a scientific calculator for the SAT, although it's still possible to solve every question without a calculator.
The mathematics section has two types of questions:
(1) Multiple Choice
The questions that follow will give students an idea of the type of mathematical thinking required to solve problems on the SAT. First, try to answer each question, and then read the solutions that follow. These solutions may give students new insights into solving the problems or point out techniques to be used again. Most problems can be solved in a variety of ways, so don't be concerned if one method is different from another. Note that the directions indicate that students are to select the best of the choices given.
Notes
1. The use of a calculator is permitted.
2. All numbers used are real numbers.
3. Figures that accompany problems in this test are intended to provide information useful in solving problems.
o They are drawn as accurately as possible EXCEPT when it is stated in a specific problem that the figure is not drawn to scale. All figures lie in a plane unless otherwise indicated.
4. Unless otherwise specified, the domain of any function ƒ is assumed to be the set of all real numbers x for which ƒ(x) is a real number.
Reference Information
The number of degrees of arc in a circle is 360.
The sum of the measures in degrees of the angles of a triangle is 180.
(2) Student-Produced Responses
Questions of this type have no answer choices provided. Instead, students must solve the problem and fill the answer on a special grid. Ten questions on the test will be of this type.
Approaches to Student-Produced Responses
Decide in which column to begin gridding the answers before the test starts. This strategy saves time. We recommend that students grid the first (left-hand) column of the grid or that the answers are right-justified.
If the answer is zero, grid it in column 2, 3, or 4. Zero has been omitted from column 1 to encourage students to grid the most accurate values for rounded answers. For example, an answer of 1/8 could also be gridded as .125 but not as 0.12, which is less accurate.
A fraction does not have to be reduced unless it will not fit the grid. For example, 15/25 will not fit. Students can grid 3/5, 6/10, or 9/15. The decimal form, .6, can also be gridded.
The Writing Section
| Time | 60 min. | | Content | Grammar, usage, and word choice | | Item Types | Multiple choice questions (35 min.) and student-written essay (25 min.) | | Score | 200-800 |
The writing section includes both multiple-choice questions and a direct writing measure in the form of an essay.
Short Essay
• The short essay measures students’ ability to:
o Organize and express ideas clearly
o Develop and support the main idea
o Use appropriate word choice and sentence structure
• Students will be asked to develop a point of a view on an issue, using reasoning and evidence — based on own experiences, readings, or observations — to support the ideas.
The essay will be scored by trained high school and college teachers. Each reader will give the essay a score from 1 to 6 (6 is the highest score) based on the overall quality of the essay and demonstration of students’ writing competence.
Scoring Guide
SCORE OF 6
An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay
• effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position
• is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas
• exhibits skillful use of language, using a varied, accurate, and apt vocabulary
• demonstrates meaningful variety in sentence structure
• is free of most errors in grammar, usage, and mechanics
SCORE OF 5
An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay
• effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position
• is well organized and focused, demonstrating coherence and progression of ideas
• exhibits facility in the use of language, using appropriate vocabulary
• demonstrates variety in sentence structure
SCORE OF 4
An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay
• develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position
• is generally organized and focused, demonstrating some coherence and progression of ideas
• exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary
• demonstrates some variety in sentence structure
• has some errors in grammar, usage, and mechanics
SCORE OF 3
An essay in this category demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses:
• develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position
• is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas
• displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice
• lacks variety or demonstrates problems in sentence structure
• contains an accumulation of errors in grammar, usage, and mechanics Multiple-Choice Writing Questions
• The multiple-choice writing questions measure students’ ability to: - Improve sentences and paragraphs
- Identify errors (such as diction, grammar, sentence construction, subject-verb agreement, proper word usage, and wordiness)
Identifying Sentence Errors
This question type measures students’ ability to:
• recognize faults in usage
• recognize effective sentences that follow the conventions of standard written English
Improving Sentences
This question type measures students’ ability to:
• recognize and correct faults in usage and sentence structure
• recognize effective sentences that follow the conventions of standard written English
Improving Paragraphs
This type of question measures students’ ability to:
• edit and revise sentences in the context of a paragraph or the entire essay
• organize and develop paragraphs in a coherent and logical manner
• apply the conventions of standard written English | ACT Test
The ACT® test assesses high school students' general educational development and their ability to complete college-level work.
• The multiple-choice tests cover four skill areas: English, mathematics, reading, and science.
• The Writing Test, which is optional, measures skill in planning and writing a short essay.
Facts about the ACT
Q: What was the national average ACT composite score for 2007? A: 21.2
Q: Is that an increase or decrease from 2006?
A: It is an increase from 21.1 in 2006.
Q: What is the source of the 2007 ACT national average?
A: The scores of all ACT-tested 2007 high school graduates (more than 1.3 million students)
Q: What is the highest possible ACT score?
A: 36
Q: What subject areas do the ACT questions cover?
A: English, math, reading, science, and writing (optional)
Q: How many questions are asked?
A: English: 75 Math: 60 Reading: 40 Science: 40 Total: 215
Q: In how many states is the ACT administered?
A: 50
Q: Which Ivy League schools accept ACT scores for admission purposes?
A: All of them
Other Frequently Asked Questions about the ACT
Q: How much does it cost to take the ACT?
A: The 2007–2008 basic registration fee is $30.00, which includes sending score reports to up to four college choices. The basic registration fee for the ACT Plus Writing is $44.50.
Q: How long does the test take?
A: Just over 4 hours for the ACT without the Writing Test, including administration instructions and breaks. Actual testing time is 2 hours and 55 minutes, broken down as follows: English: 45 minutes
Math: 60 minutes
Reading: 35 minutes
Science: 35 minutes Q: The ACT Writing Test adds 30 minutes to the testing time.
When are the test dates?
A: In the 50 United States, the ACT is administered on five national test dates: in October, December, February, April, and June. In selected states, the ACT is also offered in late September.
Q: How do students benefit from taking the ACT?
A: • The ACT is universally accepted for college admission.
• The ACT is curriculum-based. The ACT is not an aptitude or an IQ test. Instead, the questions on the ACT are directly related to what students have learned in high school courses in English, mathematics, and science. Because the ACT tests are based on what is taught in the high school curriculum, students are generally more comfortable with the ACT than they are with traditional aptitude tests or tests with narrower content.
• The ACT is more than a test. The ACT also provides test takers with a unique interest inventory that provides valuable information for career and educational planning and a student profile section that provides a comprehensive profile of a student's work in high school and his or her future plans.
• The ACT is a good value. As a private, not-for-profit organization governed by educators, ACT is committed to providing services at the lowest possible cost. Accordingly, the ACT provides a comprehensive package of educational assessment and career planning services for college-bound students at a fee that is lower than the fee for the competing admission test.
Q: How often can students take the ACT?
A: Students may take the ACT as often as they wish but only once per national test date. Many students take the test twice, once as a junior and again as a senior.
Q: Does it help to take the ACT more than once?
A: ACT research shows that of the students who took the ACT more than once:
• 55% increased their composite score on the retest
• 22% had no change in their composite score on the retest
• 23% decreased their composite score on the retest
ACT at A Glance
The ACT® test contains four curriculum-based, multiple-choice tests that measure academic achievement in the areas of English, mathematics, reading, and science, as well as an optional Writing Test, for which students complete an essay. The specific knowledge and skills selected for evaluation are determined through a detailed analysis of three sources of information. First, the objectives for instruction for grades seven through twelve are examined for all states in the United States that have published such objectives. Second, textbooks on state-approved lists for courses in grades seven through twelve are reviewed. Third, educators at the secondary and postsecondary levels are surveyed and consulted to determine the knowledge and skills taught in grades seven through twelve that are prerequisite to successful performance in postsecondary courses.
ACT English Test
The English Test measures the student’s understanding of the conventions of standard written English (punctuation, grammar and usage, and sentence structure) and of rhetorical skills (strategy, organization, and style). Spelling, vocabulary, and rote recall of rules of grammar are not tested. Three scores are reported: a total test score, a subscore in Usage/Mechanics, and a subscore in Rhetorical Skills.
ACT English Test Break Down
75 items, 45 minutes
Content/Skills
Number of Items
Usage/Mechanics 40
Punctuation 10
Grammar and Usage 12
Sentence Structure 18
Rhetorical Skills 35
Strategy 12
Organization 11
Style 12
Total 75
ACT Reading Test
The Reading Test measures the student’s reading comprehension as a product of referring and reasoning skills. The test items require the student to derive meaning from several texts by (1) referring to what is explicitly stated and (2) reasoning to determine implicit meanings and to draw conclusions, comparisons, and generalizations. The test comprises four prose passages that are representative of the level and kinds of writing commonly encountered in college freshman curricula. The passages are selected from published sources. Three scores are reported: a total test score, a subscore in Arts/Literature reading skills (based on the prose fiction and humanities sections), and a subscore in Social Studies/Sciences reading skills (based on the social studies and natural sciences sections).
ACT Reading Test Break Down
40 items, 35 minutes
Content Area Number of Items
Prose Fiction 10
Humanities 10
Social Studies 10
Natural Sciences 10
Total 40
ACT Mathematics Test
The Mathematics Test assesses the mathematical skills that students have typically acquired in courses taken up to the beginning of grade twelve. The test requires students to use their reasoning skills to solve practical problems in mathematics. The problems assume knowledge of basic formulas and computational skills but do not require memorization of complex formulas or extensive computation. The use of calculators is permitted on the Mathematics Test. Four scores are reported: a total test score and a subscore in Pre-Algebra/Elementary Algebra, Intermediate Algebra/Coordinate Geometry, and Plane Geometry/Trigonometry.
ACT Mathematics Test
60 items, 60 minutes
Content Area Number of Items
Pre-Algebra 14
Elementary Algebra 10
Intermediate Algebra 9
Coordinate Geometry 9
Plane Geometry 14
Trigonometry 4
Total 60
ACT Science Test
The Science Test measures the student’s interpretation, analysis, evaluation, reasoning, and problem-solving skills required in the natural sciences. The test is made up of seven sections, each of which consists of some scientific information (the stimulus) and a set of test items. The scientific information is conveyed in one of three different formats. One score, a total test score, is reported for the ACT Science Test.
ACT Science Test
40 items, 35 minutes
Content Format Number
Area of Items
Biology Data
Representation 15
Earth/Space Research
Sciences Summaries 18
Chemistry Conflicting
Physics Viewpoints 7
Total 40
ACT Writing Test
The Writing Test is an optional 30-minute essay test that measures writing skills emphasized in high school English classes and in entry-level college composition courses. The test consists of one writing prompt that describes two points of view on an issue, and students are asked to write a response about their position on the issue. The prompts are designed to be appropriate for response in a 30-minute timed test and to reflect students’ interests and experiences. Students have the option of registering for the ACT or the ACT Plus Writing. The Writing Test may not be taken alone.
Scoring the ACT Writing Test. Taking the Writing Test does not affect students’ scores on the multiple-choice tests or their Composite score. Rather, students who took both the English and Writing tests receive two additional scores: a Combined English/Writing score on a scale of 1–36 and a Writing subscore on a scale of 2–12. Students also receive comments on their essays, and images of the essays are available to their high school and the colleges to which scores are reported from that test date.
ACT Noncognitive Components
The noncognitive components of the ACT include the High School Course/Grade Information questionnaire, the ACT Interest Inventory, and the Student Profile Section. Students respond to them when they register for an established ACT test date.
High School Course/Grade Information—To increase the usefulness of ACT results, the High School Course/Grade
Information questionnaire asks students about the courses they have completed or plan to take in high school and the grades they have received.
ACT Interest Inventory—The ACT Interest Inventory is completed when students register for the ACT. The Unisex Edition of the ACT Interest Inventory (UNIACT) consists of 72 items. The six UNIACT scales were developed to parallel Holland’s six interest and occupational types.
Student Profile Section—The Student Profile Section (SPS) collects responses about students’ educational and vocational aspirations, plans, abilities, accomplishments, and needs.
2007 / 2008 Test Dates and Registration Deadlines
Test Date Registration Deadline Late Registration (regular fee) (late fee required)
(Test Dates) (Regular Fee - $30) (Late Fee Required)
June 14, 2008 May 9, 2008 May 10–23, 2008
Sept. 13, 2008* Aug. 12, 2008 Aug. 13 – 22, 2008
Oct. 25, 2008 Sept. 19, 2008 Sept. 20 – Oct. 3, 2008
Dec. 13, 2008 Nov. 7, 2008 Nov. 8 – 20, 2008
Feb.7, 2009** Jan. 6, 2009 Jan. 7 – 16, 2009
April 4, 2009 Feb. 27, 2009 Feb. 28 – Mar. 13, 2009
June 13, 2009 May 8, 2009 May 9 – 22, 2009 |