The Role of Linguistic Complexity in the Redesigned SAT's Critical Reading Test

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-13 - Models for Cognitively Diagnostic Assessments

Abstract

With a recent focus on equal educational opportunities, attempts have been made to facilitate admission of more diverse population into colleges. The redesigned SAT aimed at reducing the need for reading test preparation classes with engaging students in a deeper cognitive processing of words in wider contexts (“Test Specifications”, 2015). To examine the role of linguistic complexity in SAT’s reading section, the present study compared the old and redesigned SATs using an automated version of propositional analysis (Covington, 2012) and Latent Semantic analysis (Landauer, et al., 1998). Results of MANOVA indicated that although the redesigned test contained more propositions, the relative density remained constant when controlling for words. Implications for the role of heavier contextualization in test difficulty are discussed.

Authors

• Maryam Pezeshki, Georgia Institute of Technology

• Susan Embretson, Georgia Institute of Technology