How is the PSAT/NMSQT scored? Who takes the PSAT/NMSQT? What does the PSAT/NMSQT measure? Do PSAT/NMSQT scores fairly reflect students skills?

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1 Who takes the? Approximately half of the three million students who take the test are high school juniors; the remainder are students in the tenth grade or younger. Nearly all students who take the test indicate they plan attend college. The 22,000 high schools that test-takers attend vary greatly in size, curricula, standards, grading systems, population served, and source of support. For students who take the, the score report provides a standardized view of their scholastic skills, regardless of the school attended, and helps them compare themselves other college-bound students nationwide. What does the measure? The measures skills in three basic academic areas important for success in college. Critical reading questions assess students ability draw inferences, synthesize information, distinguish between main and supporting ideas, and understand vocabulary as it is used in context. Math problem-solving questions deal with number and operations, algebra and functions, geometry and measurement, and data analysis, statistics, and probability. Writing skills questions measure the ability identify appropriate expressions in standard English, detect faults in usage and structure, choose effective revisions sentences and paragraphs, and recognize appropriate writing strategies. How is the scored? First, a raw score is computed. Students receive one point for each correct answer (regardless of difficulty). For incorrect answers multiple-choice questions, a quarter (1/4) of a point is deducted. Nothing is deducted for unanswered questions or for incorrect answers student-produced response (grid-in) questions. Next, the raw score is converted a score on the scale of This statistical procedure, called equating, adjusts for differences in difficulty between various forms, or editions, of the test. Equating makes it possible compare the scores of students who have taken different editions of the test; it also makes the scores from last year s test comparable those from this year s. Do scores fairly reflect students skills? Concern for fairness is an integral part of the development of the. Comprehensive reviews and analyses ensure that questions and tests are fair for different groups of students. Although differences in test performance may be the result of many facrs, long-term educational preparation is the primary cause. The test itself reflects such differences but does not cause them. Individual student scores. Score reports show a numerical score for each area measured, as well as a range that extends from a few points the score a few points. This range shows the extent which a student s score might differ with repeated testing, assuming that the student s skill level remains constant.

2 Differences between students. When comparing scores between students for the same measure (critical reading, math, writing skills), you can determine true differences in scores by using the standard error of the difference (SED). Differences of fewer than 8 points (or 1.5 SED) are not significant, while differences of 8 points or more are likely reflect true differences in scores. What is reported in the Improve Your Skills section of the score report? The Improve Your Skills section of Score Report Plus gives students a personalized analysis of their areas of weakness as well as specific suggestions for how improve. This information is derived from analyzing individual performance across test questions. Each test question contains a different combination of skills. Based on a student s individual performance across the questions, the score report notes up three skills each in critical reading and math and up two writing skills in which the student needs improve. Also referenced are test questions that contain the skills and that the student answered incorrectly. See the complete list of skills on pages Are the reported skills the student s weakest areas? Not necessarily. Score Report Plus gives highest priority those skills that appear most attainable. This approach gives students a better opportunity improve, rather than overwhelming them with their shortcomings. For students who are weak in more than three critical reading skills, for example, the three in which they have the best chance improve with extra work are reported. The educational importance of the skills, determined with the advice of panels of expert educars, also plays a role in the selection. Can scores be used estimate SAT scores? critical reading, math, and writing skills questions are designed be the same as those on the SAT Reasoning Test. This is deliberate, as the questions are intended be reliable practice for the same types of questions on the SAT. The scale of is equivalent the SAT scale of Estimated SAT score ranges are included on student score reports. Two times out of three, students earn SAT scores within these ranges, but actual scores may be higher (or lower) than these estimates. (As SAT writing scores also include an essay, there will be more variability in the estimates of those scores.) Higher than estimated SAT scores may result from intervening activities, such as developing skills through rigorous academic courses; participating in problem-solving activities; extensive, quality outside reading and/or writing; following the advice in the Improve Your Skills section on Score Report Plus; or becoming more familiar with test directions, types of questions, and pacing. Juniors frequently take the SAT 6 or 7 months after taking the. Estimated SAT scores assume the SAT is taken within a year of the. Sophomores may not take the SAT for 18 months, providing a greater opportunity for intervening activities influence their SAT scores. What reports do schools receive? The following basic reports are provided all schools: Score Report Plus for each student tested (one for the student and one for the school) 2

3 Score Labels, summarizing the basic score information (one set of labels) Roster of Student and Plans, listing studentreported information and scores for each student, as well as important access codes for different online ols for educars School Summary Report (provided if at least 50 of a school s juniors or sophomores tested at the school), summarizing score statistics and studentreported information Summary Statistics Report with summary score data for each grade in which 25 or more students of the same sex tested The following reports are available online on AP Potential, a Web-based ol that helps schools identify more students with the potential for success in Advanced Placement Program (AP ) courses Summary Report: National, Regional, and State Data, providing score statistics and student-reported information for juniors and sophomores, including final mean scores. Reports for 2005 will be available in the spring of Summary of Answers and Skills, aggregating student responses each test question and providing information on skills that need improvement Several optional reports are available for a fee: Special Summary Report, summarizing score data for schools that test fewer than 50 juniors/50 sophomores, or for schools that have some juniors or sophomores who tested elsewhere System Summary Report, combining score data from all schools in a system Electronic Data Reports, including all studentprovided data as well as scores and skills (in disk format) How should schools use score reports? The is intended help students evaluate skill levels in three critical academic areas; prepare for the SAT; compare their readiness for college-level work with that of their peers; and enter scholarship competitions. Score reports should be used for counseling students about educational plans. scores are not for use by colleges as part of their admission criteria. should not be included on student transcripts that will be reproduced and sent colleges unless the student (age 18 or older) or parent/guardian has granted permission. Inform students of their right withhold these scores from admission or athletic offices, even when requested. Questions? Visit for additional data relevant the test. Or contact the program at: Mail: P.O. Box 6720, Princen, NJ Phone: PSAT (7728) (for educars only) a.m. 4 p.m. eastern time Fax: PSAT@info.collegeboard.org Plan Ahead for 2006 Dates Wednesday, Ocber 18, 2006 Saturday, Ocber 21, 2006 To order, visit 3

4 Percentiles and Mean can be used compare students performance with that of juniors and sophomores. Points Note Percentiles indicate the percentage of students whose scores fall each specified score. On the score report, percentiles for juniors compare their performance with that of other juniors who ok the test. For sophomores or younger students, percentiles compare their performance with that of sophomores. Percentiles are based on the critical reading, math, and writing skills scores earned by a sample of college-bound juniors or sophomores who ok the in The mean score is the statistic that describes the average performance of a group. The standard deviation is a measure of the variability of a set of scores around their mean. If the test scores cluster tightly around the mean score, as they do when the group tested is relatively homogeneous, the standard deviation is smaller than it would be for a more diverse group. Reliability shows how consistently students would earn similar scores in repeated testings. Reliability Coefficient Average SEM Critical Reading Math Writing Skills Points Note Data are based on a sample of sophomores and juniors who ok the in the previous year (2004 Wednesday and Saturday forms). A reliability coefficient helps show expected fluctuation in scores if a student takes a test more than once. The higher the reliability coefficient, the smaller the fluctuation of scores across repeated testings. A reliability coefficient of 1.00 would indicate perfect reliability, or no expected fluctuation. scores should be interpreted as ranges rather than points. The standard error of measurement (SEM) in the table indicates that a student who ok different forms of the test under identical conditions would be likely earn scores within 4 points of one another. 4

5 Selection Index Percentiles and Mean Score can be used compare students performance with that of juniors. Points Note Reported on a scale ranging from , the Selection Index is the sum of the critical reading, math, and writing skills scores. For example, a critical reading score of 56, a math score of 62, and a writing skills score of 59 would result in a Selection Index of 177 ( ). Percentiles are based on the Selection Index earned by a sample of college-bound juniors who ok the in How NMSC Uses the Selection Index National Merit Scholarship Corporation (NMSC) uses the Selection Index score as an initial screen of the 1.3 million test-takers who meet program entry requirements and designate groups of students receive recognition in the programs it conducts. Participation in NMSC s competitions for scholarships be offered in 2007 is determined by students responses the four program entry questions on the 2005 answer sheet. Both the Score Report Plus and the Roster of Student and Plans show the student s Selection Index, the student s responses the entry items, and whether the student meets participation requirements. Of the more than one million NMSC program entrants, about 55,000 will earn 2005 scores high enough qualify them for recognition. These students will be notified of their standing through their high schools in September Students who qualify continue in the competitions for scholarships be offered in 2007 then must meet academic and other requirements specified by NMSC be considered for awards. Detailed descriptions of NMSC programs are published in the Guide the National Merit Scholarship Program and the National Achievement Scholarship Program Information Booklet, mailed high school principals each fall. For students and parents, information about the competitions is given in the Official Student Guide and at Inquiries about any aspect of the National Merit Program or National Achievement Program including entry requirements, the selection process, and awards be offered should be sent National Merit Scholarship Corporation, 1560 Sherman Avenue, Suite 200, Evansn, IL ; telephone

6 2005 Score Conversion Tables show how points obtained on the test are converted scores on the scale. Points Note Points represent the tal number of correct answers minus a quarter (1/4) of a point for each incorrect answer a multiple-choice question. Nothing is deducted for incorrect answers student-produced response questions or for omitted answers of any type. Points are taled, then converted scores on the scale. Converting points scores adjusts for slight differences in difficulty between various forms. A statistical process called equating adjusts for these small differences. This ensures that a score of, say, 65 on one form of the test reflects a similar level of performance as does a 65 on another form of the test. There is no advantage or disadvantage in taking either the Wednesday or the Saturday test form. 7

7 Score Change from Sophomore Junior Year shows how scores change for students who take the as sophomores and again as juniors. Points Note The left-hand column of this table groups sophomores by critical reading, math, and writing skills score ranges on the. Columns the right show the percentage of students who gained or lost points when they ok the test the following year. The far right column shows the average junior-year score of each original group of sophomores who had taken the. On average, students taking the as sophomores and again as juniors have junior-year scores that are 3.3 points higher in critical reading, 4.4 points higher in math, and 4.1 points higher in writing. However, these are averages: some students earn scores in their junior year that are significantly higher; others receive lower scores. Of students who ok the as sophomores and again as juniors, 69% had junior-year critical reading scores that were higher, 6% of the scores stayed the same, and 25% were lower; 76% had junior-year math scores that were higher, 5% of the scores stayed the same, and 19% were lower; 71% had junior-year writing skills scores that were higher, 5% of the scores stayed the same, and 24% were lower. Several facrs can influence the amount that scores will change, such as a student s academic course work and outside reading. Sophomore- Year Table 1 Percentage of Students with a Score Gain or Loss after Taking the in Their Sophomore Year and Again in Their Junior Year. CRITICAL READING MATH Sophomore- Year WRITING SKILLS Sophomore- Year Data are based on 518,906 students who ok the as sophomores in Ocber 2003 and as juniors in Ocber

8 Score Change from SAT shows how scores change for students who take the in Ocber and the SAT Reasoning Test the following spring. Points Note The reports scores on a scale from on the SAT are reported on a scale. The left-hand column of this table groups juniors by score ranges on the. Columns the right show the percentage of students who gained or lost points when they ok the SAT the following spring. The far right column shows the average SAT score for the group of juniors in each score range. On average, juniors taking the in Ocber and the SAT the following spring have SAT scores that are 25 points higher in critical reading and 19 points higher in math (equivalent 2.5 and 1.9 points, respectively, on the scale). Data for writing are not available. Of test-takers who ok the SAT in the spring, 65% had SAT critical reading scores that were higher, 7% of the scores stayed the same, and 28% were lower; 61% had SAT math scores that were higher, 7% of the scores stayed the same, and 32% were lower than their corresponding scores. Relatively low scores are followed by larger average gains than are relatively high scores. Several facrs can influence the amount that scores will change, such as a student s academic course work and outside reading. Table 2 Percentage of Students with a Score Gain or Loss Between the in Ocber and the SAT the Following Spring. CRITICAL READING MATH Data for the critical reading and math scores are based on 568,212 students who ok the as juniors in Ocber 2004 and the SAT as juniors in spring SAT WRITING SAT SAT The writing score-change table will be provided when there is sufficient hisrical context substantiate the relationship with the new SAT writing score. 10

9 Critical Reading Skills CR1 Understanding main ideas in a reading passage How improve: Read the passage carefully and try determine the author s overall message. Practice making distinctions between the main idea and supporting details. CR2 Understanding ne How improve: When reading, consider how an author s choice of words helps define his or her attitudes. Pay attention the way in which ne conveys meaning in conversation and in the media. CR3 Comparing and contrasting ideas presented in two passages How improve: Read edirials that take opposing views on an issue. Look for differences and similarities in ne, point of view, and main idea. CR4 Understanding the use of examples How improve: Authors often include examples in their writing communicate and support their ideas. Read different kinds of argumentative writing (edirials, criticism, personal essays) and pay attention the way examples are used. State the point of the examples in your own words. Use examples in your own writing. CR5 Recognizing the purpose of various writing strategies How improve: Writers use a variety of ols achieve their effects. While you read, look for such things as specific examples, quotations, striking images, and emotionally loaded words. Think about the connotations of specific words and why the author might have decided use them. CR6 Applying ideas presented in a reading passage How improve: When you read, try determine the author s ideas and assumptions and then think about how they might apply new situations. CR7 Determining an author s purpose or perspective How improve: Authors write for a variety of purposes, such as inform, explain, or convince. When you read, try determine why the author wrote what he or she wrote. CR8 Making connections between information in different parts of a passage How improve: Work on figuring out the relationship between the material presented in one part of a reading passage and material presented in another part. Ask yourself, for example, how facts presented in the beginning of a magazine article relate the conclusion. CR9 Distinguishing conflicting viewpoints How improve: When reading, practice summarizing main ideas and noting sentences that mark transition points. Learn understand methods of persuasion and argumentation. Expand your reading include argumentative writing, such as political commentary, philosophy, and criticism. CR10 Being thorough How improve: Don t just pick the first answer choice you see that looks tempting. Be sure evaluate all the choices before you select your answer, just as you would read an entire paragraph rather than assume its meaning based only on the first sentence. Score Report Plus Skills List CR11 Understanding difficult vocabulary How improve: Broaden your reading include newspapers and magazines, as well as fiction and nonfiction from before the 1900s. Include reading material that is a bit outside your comfort zone. Improve your knowledge of word roots help determine the meaning of unfamiliar words. CR12 Understanding how negative words, suffixes, and prefixes affect sentences How improve: When reading, pay attention the ways in which negative words (like not and never ), prefixes (like un and im ), and suffixes (like less ) affect the meaning of words and sentences. CR13 Understanding complex sentences How improve: Ask your English teacher recommend books that are a bit more challenging than those you re used reading. Practice breaking down the sentences in their component parts improve your comprehension. Learn how dependent clauses and verb phrases function in sentences. CR14 Recognizing connections between ideas in a sentence How improve: Learn how connecting words (such as relative pronouns and conjunctions) establish the relationship between different parts of a sentence. CR15 Recognizing words that signal contrasting ideas in a sentence How improve: Learn how certain words (such as although, but, however, and while ) are used signal a contrast between one part of a sentence and another. CR16 Recognizing a definition when it is presented in a sentence How improve: Learn how such elements as appositives, subordination, and punctuation are used define words in a sentence. CR17 Understanding sentences that deal with abstract ideas How improve: Broaden your reading include newspaper edirials, political essays, and philosophical writings. CR18 Understanding and using a word in an unusual context How improve: Work on using word definitions when choosing an answer. Try not be confused by an unusual meaning of a term. CR19 Comprehending long sentences How improve: Practice reducing long sentences in small, understandable parts. CR20 Choosing a correct answer based on the meaning of the entire sentence How improve: Make sure your answer choice fits the logic of the sentence as a whole. Don t choose an answer just because it sounds good when inserted in the blank. CR21 Understanding sentences that deal with scientific ideas How improve: Read magazine articles about scientific subjects improve your comfort level in this area. 11

10 Math Skills M1 Using basic concepts and operations in arithmetic problem solving How improve: Practice solving problems involving positive and negative integers, fractions, decimals, ratio, percent, exponents, square roots, place value, and digits. Also practice solving problems involving odd and even integers, prime numbers, multiples, divisibility, and remainders. M2 Understanding geometry and coordinate geometry How improve: Review geometry units in your textbook involving perimeter, area, volume, circumference, angles, lines, and slope. Familiarize yourself with the formulas given at the beginning of math sections of the test. M3 Dealing with probability, basic statistics, charts, and graphs How improve: Practice solving problems that involve basic probability, basic counting, and finding the average (arithmetic mean), median, and mode. Look for charts and graphs in newspapers and magazines, and practice interpreting the data in them. M4 Creating either figures or algebraic equations, inequalities, or expressions help solve problems How improve: Practice solving problems by drawing or visualizing figures help you understand the problem. Practice developing equations, inequalities, or expressions from verbal descriptions, figures, or numerical data. M5 Using basic algebraic concepts and operations solve problems How improve: Review algebraic concepts and rules, such as those involving substitution, exponents, solving equations and inequalities, and combining algebraic expressions. M6 Making connections among mathematical pics How improve: Practice problems that require combining skills acquired in different math courses, such as problems that use combinations of arithmetic, algebra, and geometry. M7 Organizing and managing information solve multistep problems How improve: Write down your steps in solving the problem. Monir the steps as you go along, keeping in mind what the question is asking. M8 Using logical reasoning How improve: Practice solving problems in which you must consider different possible cases. Make adjustments in your solution strategy when things aren t going as well as they should. It may help look at the problem from different perspectives. Solving problems that require you justify your answers may help you develop this skill. M9 Recognizing patterns and equivalent forms How improve: Try recognizing a pattern by considering a simpler case. Try rewriting or rearranging the given expressions in a different form. M10 Recognizing logical key words How improve: Pay attention key words, such as not, at least, at most, must be, could be, possible, and different. These words determine the meaning of the question and therefore must be undersod correctly solve the problem. M11 Using answer choices help solve the problem How improve: Looking at the answer choices may help you understand the problem. Sometimes the choices can help identify a strategy for solving the problem. Writing Skills W1 Being precise and clear How improve: Learn recognize sentence elements that are ambiguous and confusing. In your writing, choose words carefully and connect them for clear meaning. W2 Following conventions in writing How improve: Review the chapters in a grammar book that cover grammatical conventions, such as word choice, use of noun and prepositional phrases, and sentence construction. Work with your teacher become more familiar with the conventions of standard written English. W3 Recognizing logical connections within sentences and passages How improve: Use the writing process help you revise your draft essays. Work with classmates and teachers clarify meaning in your writing. W4 Using verbs correctly How improve: Make sure that you can identify the subject and verb of a sentence. Make sure you understand subject and verb agreement. W5 Recognizing improper pronoun use How improve: Learn understand the distinction between informal, spoken pronoun usage and standard written pronoun usage. Review the way you use pronouns in your own writing. Ask your teacher help you identify and correct pronoun errors in your own writing. W6 Understanding the structure of sentences with unfamiliar vocabulary How improve: Read material that contains unfamiliar vocabulary. Look for context clues help you guess at the meaning of unfamiliar words as you read. W7 Understanding complicated sentence structures How improve: Refer a grammar book identify various sentence patterns and their effective use. Vary the sentence patterns in your own writing. W8 Understanding the structure of long sentences How improve: As you read, break long sentences in smaller units of meaning. W9 Understanding the structure of sentences with abstract ideas How improve: Read newspapers, magazines, and books that deal with subjects such as politics, economics, hisry, or philosophy. W10 Understanding the structure of sentences that relate science or math How improve: Focus on how something is said as well as on what is said. Write about the things you are learning in math and science classes. Read articles in the science section of newspapers and magazines so that you will feel more comfortable with scientific or math content. W11 Understanding the structure of sentences that relate the arts How improve: Focus on how something is said as well as on what is said. Read articles in newspapers and magazines about the arts so that you will feel more comfortable with these subjects The College Board. All rights reserved. College Board, AP, Advanced Placement Program, SAT, and the acorn logo are registered trademarks of the College Board. AP Potential and SAT Reasoning Test are trademarks owned by the College Board. is a registered trademark of the College Board and National Merit Scholarship Corporation. Permission is hereby granted any nonprofit school reproduce this publication in whole or in part in limited quantities for distribution students, parents, and staff, but not for sale, provided that the copyright notice appears on all reproduced materials Unlocked PDF