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17 Aug 2015, 13:06
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The requirement of using standardized tests such as the SAT and ACT in undergraduate admissions decisions has long been debated. A recent report from the National Association for College Admission Council (NACAC) recommends that more colleges consider switching to a test-optional admissions policy. Although the report acknowledges that a blanket approach cannot be applied to all colleges, it states that “The Commission encourages institutions to consider dropping the admission test requirements if it is determined that the predictive utility of the test or the admission policies of the institution (such as open access) support that decision and if the institution believes that standardized test results would not be necessary for other reasons such as course placement, advising, or research.”
The reports agrees with the conventional wisdom that standardized tests are a strong predictor of first-year grades, and even agrees that they are a strong predictor of full four-year grades. Speaking about the SAT and ACT, the report states that “The Commission is in agreement that the tests measure what they purport to measure.” However, the authors recommend that overall college success be defined by a broader set of criteria than first-year grades. College success can be defined in terms of overall degree attainment, a range of GPAs, post-college employment, or progression to graduate school. When defined in this way, there are tests that may be even more predictive of overall college success than the SAT and ACT. These are the College Board’s Advanced Placement exams and the International Baccalaureate Examinations. These tests have two benefits: First, they measure knowledge of portions of the actual high school curriculum. Second, there is little test prep industry around these exams, so students have less ability to buy their way to a good score.
Despite the Commission’s recommendations, it acknowledges that high school students may experience some disadvantages if they do not take the usual standardized tests. For example, a student’s PSAT scores are used in the initial screen of eligibility for National Merit scholarships. A student that skips the PSAT passes up a scholarship opportunity. Additionally, colleges themselves have an incentive to require high SAT scores: the ranking tables of major publications depend heavily on a school’s average test scores. In its report, the Commission recommends that these publications stop using test scores as a measure of institutional quality.
When the author states that students who take Advanced Placement exams “have less ability to buy their way to a good score”, he implies
A. that since these are lesser known exams, students can bribe the test writers to give them a good score
B. that Advanced Placement exams are totally fair and free of bias
C. that Advanced Placement exams are the best predictor of overall college success
D. there are many specialized tutors available for the subjects covered by Advanced Placement exams
E. that because the SAT and ACT have large test prep industries, students who can afford expensive classes may have an advantage
The reports agrees with the conventional wisdom that standardized tests are a strong predictor of first-year grades, and even agrees that they are a strong predictor of full four-year grades. Speaking about the SAT and ACT, the report states that “The Commission is in agreement that the tests measure what they purport to measure.” However, the authors recommend that overall college success be defined by a broader set of criteria than first-year grades. College success can be defined in terms of overall degree attainment, a range of GPAs, post-college employment, or progression to graduate school. When defined in this way, there are tests that may be even more predictive of overall college success than the SAT and ACT. These are the College Board’s Advanced Placement exams and the International Baccalaureate Examinations. These tests have two benefits: First, they measure knowledge of portions of the actual high school curriculum. Second, there is little test prep industry around these exams, so students have less ability to buy their way to a good score.
Despite the Commission’s recommendations, it acknowledges that high school students may experience some disadvantages if they do not take the usual standardized tests. For example, a student’s PSAT scores are used in the initial screen of eligibility for National Merit scholarships. A student that skips the PSAT passes up a scholarship opportunity. Additionally, colleges themselves have an incentive to require high SAT scores: the ranking tables of major publications depend heavily on a school’s average test scores. In its report, the Commission recommends that these publications stop using test scores as a measure of institutional quality.
When the author states that students who take Advanced Placement exams “have less ability to buy their way to a good score”, he implies
A. that since these are lesser known exams, students can bribe the test writers to give them a good score
B. that Advanced Placement exams are totally fair and free of bias
C. that Advanced Placement exams are the best predictor of overall college success
D. there are many specialized tutors available for the subjects covered by Advanced Placement exams
E. that because the SAT and ACT have large test prep industries, students who can afford expensive classes may have an advantage
17 Aug 2015, 13:06
Kudos
Bookmarks
Official Solution:
The requirement of using standardized tests such as the SAT and ACT in undergraduate admissions decisions has long been debated. A recent report from the National Association for College Admission Council (NACAC) recommends that more colleges consider switching to a test-optional admissions policy. Although the report acknowledges that a blanket approach cannot be applied to all colleges, it states that “The Commission encourages institutions to consider dropping the admission test requirements if it is determined that the predictive utility of the test or the admission policies of the institution (such as open access) support that decision and if the institution believes that standardized test results would not be necessary for other reasons such as course placement, advising, or research.”
The reports agrees with the conventional wisdom that standardized tests are a strong predictor of first-year grades, and even agrees that they are a strong predictor of full four-year grades. Speaking about the SAT and ACT, the report states that “The Commission is in agreement that the tests measure what they purport to measure.” However, the authors recommend that overall college success be defined by a broader set of criteria than first-year grades. College success can be defined in terms of overall degree attainment, a range of GPAs, post-college employment, or progression to graduate school. When defined in this way, there are tests that may be even more predictive of overall college success than the SAT and ACT. These are the College Board’s Advanced Placement exams and the International Baccalaureate Examinations. These tests have two benefits: First, they measure knowledge of portions of the actual high school curriculum. Second, there is little test prep industry around these exams, so students have less ability to buy their way to a good score.
Despite the Commission’s recommendations, it acknowledges that high school students may experience some disadvantages if they do not take the usual standardized tests. For example, a student’s PSAT scores are used in the initial screen of eligibility for National Merit scholarships. A student that skips the PSAT passes up a scholarship opportunity. Additionally, colleges themselves have an incentive to require high SAT scores: the ranking tables of major publications depend heavily on a school’s average test scores. In its report, the Commission recommends that these publications stop using test scores as a measure of institutional quality.
When the author states that students who take Advanced Placement exams “have less ability to buy their way to a good score”, he implies
A. that since these are lesser known exams, students can bribe the test writers to give them a good score
B. that Advanced Placement exams are totally fair and free of bias
C. that Advanced Placement exams are the best predictor of overall college success
D. there are many specialized tutors available for the subjects covered by Advanced Placement exams
E. that because the SAT and ACT have large test prep industries, students who can afford expensive classes may have an advantage
(A) There is nothing in the passage to support this answer choice.
(B) While the author does support the use of Advanced Placement exams, he says nothing about their bias.
(C) The author does believe that Advanced Placement exams are better than the SAT and ACT, but he does not say they are the best.
(D) The passage actually indicates the opposite of this answer choice.
(E) Correct. The author contrasts Advanced Placement exams with the SAT and ACT, implying that the SAT and ACT have a large test prep industry dedicated to them. A student with greater economic resources can afford to pay for expensive test prep classes, which may provide an advantage over other students who cannot.
Answer: E
The requirement of using standardized tests such as the SAT and ACT in undergraduate admissions decisions has long been debated. A recent report from the National Association for College Admission Council (NACAC) recommends that more colleges consider switching to a test-optional admissions policy. Although the report acknowledges that a blanket approach cannot be applied to all colleges, it states that “The Commission encourages institutions to consider dropping the admission test requirements if it is determined that the predictive utility of the test or the admission policies of the institution (such as open access) support that decision and if the institution believes that standardized test results would not be necessary for other reasons such as course placement, advising, or research.”
The reports agrees with the conventional wisdom that standardized tests are a strong predictor of first-year grades, and even agrees that they are a strong predictor of full four-year grades. Speaking about the SAT and ACT, the report states that “The Commission is in agreement that the tests measure what they purport to measure.” However, the authors recommend that overall college success be defined by a broader set of criteria than first-year grades. College success can be defined in terms of overall degree attainment, a range of GPAs, post-college employment, or progression to graduate school. When defined in this way, there are tests that may be even more predictive of overall college success than the SAT and ACT. These are the College Board’s Advanced Placement exams and the International Baccalaureate Examinations. These tests have two benefits: First, they measure knowledge of portions of the actual high school curriculum. Second, there is little test prep industry around these exams, so students have less ability to buy their way to a good score.
Despite the Commission’s recommendations, it acknowledges that high school students may experience some disadvantages if they do not take the usual standardized tests. For example, a student’s PSAT scores are used in the initial screen of eligibility for National Merit scholarships. A student that skips the PSAT passes up a scholarship opportunity. Additionally, colleges themselves have an incentive to require high SAT scores: the ranking tables of major publications depend heavily on a school’s average test scores. In its report, the Commission recommends that these publications stop using test scores as a measure of institutional quality.
When the author states that students who take Advanced Placement exams “have less ability to buy their way to a good score”, he implies
A. that since these are lesser known exams, students can bribe the test writers to give them a good score
B. that Advanced Placement exams are totally fair and free of bias
C. that Advanced Placement exams are the best predictor of overall college success
D. there are many specialized tutors available for the subjects covered by Advanced Placement exams
E. that because the SAT and ACT have large test prep industries, students who can afford expensive classes may have an advantage
(A) There is nothing in the passage to support this answer choice.
(B) While the author does support the use of Advanced Placement exams, he says nothing about their bias.
(C) The author does believe that Advanced Placement exams are better than the SAT and ACT, but he does not say they are the best.
(D) The passage actually indicates the opposite of this answer choice.
(E) Correct. The author contrasts Advanced Placement exams with the SAT and ACT, implying that the SAT and ACT have a large test prep industry dedicated to them. A student with greater economic resources can afford to pay for expensive test prep classes, which may provide an advantage over other students who cannot.
Answer: E
02 Jul 2024, 06:53
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How is E correct ? It indirectly contradicts with the statements of the second paragraph last sentence. Just because test centres are less doesnt mean they have to be expensive so it can be advantageous .
