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The Scholastic Aptitude Test (SAT) is a standardized test designed to measure important skills required for academic success at tertiary level, and the current version contains three main sections measuring basic critical reading, math, and writing skills, as well as open category not included in the final score. The SAT is typically taken by high school students who require entry to colleges and universities in the United States; other countries (e.g., Israel, Sweden) (e.g., Bellar, 2009; Wedman, 1994) have also adopted the SAT as entrance exam for admission to higher education institutions. Research has shown that the SAT combined with high school grade point average (GPA) provides a good indicator of success in college (Coyle & Pillow, 2008; see also http://www.colegeboard.com/about/index/html).
The SAT contains 3 hour and 45 minutes of actual timed sections, although administrators of the test allow extra time for timed breaks, administration, and...
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References and Readings
“About the College Board” – The College Board’s webpage provides extensive information regarding the SAT and is available at: http://www.colegeboard.com/about/index/html
“About ACT, Inc.” is available at: http://www.act.org/aboutact/history.html
“About the Advanced Placement Program” is available at: http://apcentral.collegeboard.com/apc/Controller.jpf
Bellar, M. (2009). Translating, equating and validating scholastic aptitude tests: The Israeli case. Retrieved on June 15, 2009, from http://www.unifr.ch/ztd/ems/berichte/b2/translating.htm
Coyle, T. R., & Pillow, D. R. (2008). SAT and ACT predict college GPA after removing g. Intelligence, 36(6), 719–729.
Frey, M. C., & Detterman, D. K. (2003). Scholastic assessment or g? The relationship between the scholastic assessment test and general cognitive ability. Psychological Science, 15(6), 373–378.
Fuller, R., Nopoulos, P., Arndt, S., O’Leary, D., Ho, B., & Andreasen, N. C. (2002). Longitudinal assessment of premorbid cognitive functioning in patients with schizophrenia through examination of standardised scholastic test performance. American Journal of Psychiatry, 159, 1183–1189.
Hubin, D. R. (1988). The scholastic aptitude test: Its development and introduction, 1900–1948. Ph.D. Dissertation in American History at the University of Oregon. Available for download at http://www.uoregon.edu/~hubin/
Jackson, D. N., & Rushton, J. P. (2006). Males have greater g : Sex differences in general mental ability from 100,000 17- to 18-year-olds on the scholastic assessment test. Intelligence, 34(5), 479–486.
Klopfenstein, K., & Thomas, M. K. (2009) The Link Between College Success, Advanced Placement Experience and College Success. Unpublished paper, retrieved June 4, 2009 from http://www.utdallas.edu/research/tsp/pdfpapers/newpaper1b.pdf
Korbin, L. (2006). SAT Program Handbook. A Comprehensive Guide to the SAT Program for School Counselors and Admissions Officers, 1, 33+. Retrieved June 4, 2009, from College Board Preparation Database.
Martz, G., Magloire, K., & Silver, T. (2007). Cracking The ACT. The Princeton Review, ISBN 9780375765858
Mau, W-C., & Lynn, R. (2001). Gender differences on the scholastic aptitude test, the american college test and college grades. Educational Psychology, 21(2), 133–136.
The College Board’s Advanced Placement Report to the Nation is available at: www.collegeboard.com/prod_downloads/about/news_info/ap/2005/ap-report-nation.pdf
Wedman, I. (1994). The Swedish scholastic aptitude test: Development, use, and research. Educational Measurement: Issues and Practice, 13(2), 5–11.
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Schalkwyk, G.J. (2011). Scholastic Aptitude Test. In: Kreutzer, J.S., DeLuca, J., Caplan, B. (eds) Encyclopedia of Clinical Neuropsychology. Springer, New York, NY. https://doi.org/10.1007/978-0-387-79948-3_1487
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