Alignment of Digital SAT Math to a State’s Algebra I Content Standards and Cognitive Complexity (Poster 35)

• In Event: AERA Poster Session Wednesday 2:30 p.m.
  In Poster Session: Measurement, Psychometrics, and Assessment: Poster Session II

Abstract

This study evaluates the alignment between the digital and paper-and-pencil forms of the SAT and a state's Algebra I content standards, utilizing Webb's Depth of Knowledge framework to assess cognitive rigor. With 32 states incorporating SAT scores into their school accountability systems, ensuring alignment is critical for maintaining the test's validity as a measure of student achievement. Our analysis reveals that while the digital SAT shows alignment similar to the paper-and-pencil version, both demonstrate only weak alignment with the Algebra I standards. The findings highlight the need for adjustments in the digital SAT to better reflect high school curricula, supporting its continued use in educational assessments and providing a basis for enhancing content validity in state accountability measures.

Authors

• Nan Zhang, University of Maryland

• Hong Jiao, University of Maryland

• Chandramani Yadav, University of Maryland

• Yuting Sun, University of North Florida

• Robert W. Lissitz, University of Maryland