What Students and Parents Need to Know
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COMPARISON OF THE MAJOR FEATURES: OF THE CURRENT SAT AND REDESIGNED SAT-
Category
Previous SAT
Redesigned SAT
Total Testing Time
(Subject to research)
3 hours and 45 minutes
3 hours (plus 50 minutes for the Essay [optional])
Components
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Important Features
» Emphasis on critical reading skills
through complex passages
» Emphasis on vocabulary, particularly
through sentence completions
» Five versus four answer choices
» Broad range of grammatical concepts
tested via sentence improvement and
sentence error identification
» Broad range of math concepts tested,
including Geometry (28%). Many math
problems were mathematical reasoning,
unrelated to specific curriculum
» Scoring (a point for a correct answer and
a deduction for an incorrect answer;
blank responses had no impact on
scores)
» Continued emphasis on critical reading; questions will require a greater command
of evidence from the passage. Inclusion of at least one text from the U.S.
Founding Documents and/or The Great Global Conversation
» Greater emphasis on the meaning of words in extended contexts and on how
word choice shapes meaning, tone, and impact
» Four answer choices
» Greater emphasis on editing skills than grammatical concepts; students will edit
and revise texts from various sources. Almost exactly like the ACT Writing
section, with charts
» Three essential areas of focus, much less emphasis on Geometry. For most
students, the math will seem more difficult due to multiple concepts being tested
within the same question, and the presence of distracters
» Rights-only scoring (a point for a correct answer but no deduction for an incorrect
answer; blank responses have no impact on scores)
Essay
» Required and given at the beginning of
the SAT
» 25 minutes to write the essay
» Tests writing skill; students take a
position on a presented issue
» Optional and given at the end of the SAT; postsecondary institutions determine
whether they will require the essay for admission
» 50 minutes to write the essay
» Tests reading, analysis, and writing skills; students produce a written analysis of a
provided source text
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Critical Reading (3 sections)
Writing (2 sections)
Mathematics (3 sections)
Essay (not optional)
One variable section
Largely random order
Shorter sections
Reading and Writing Section (Sections 1 and 2)
Reading Test – 5 Passages
Writing and Language Test – Includes charts and graphs.
Math Section (Sections 3 and 4)
No calculator, followed by calculator optional
Essay optional
Predictable order
Longer sections
© 2015 The College Board
COMPARISON OF TEST LENGTH AND TIMING: CURRENT SAT AND REDESIGNED SAT
Current SAT
Redesigned SAT
Time Allotted
(minutes)
Number of
Questions/ Tasks
Time Allotted
(minutes)
Number of
Questions/ Tasks
Critical Reading
70
67
Reading
65
52
Writing
60
49
Writing and Language
35
44
Essay
25
1
Essay (optional)
50
1
Mathematics
70
54
Math
80
58
Total
225
171
Total
180
(230 with Essay)
154
(155 with Essay)
Component
3
Component
© 2015 The College Board
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© 2015 The College Board
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Raw scores (the number of correct answers) are converted to scaled scores.
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The scaled scores for Reading and Writing are added and then multiplied by 10
to arrive at a single three digit score for Evidence-Based Reading and Writing.
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The scaled scores for Math are converted to a three digit scaled score.
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The Reading and Writing score (single) is added to the Math score to get the
total/composite score on a scale of 400-1600.
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Essay score is totally separate, three scores from two different readers on a
scale of 1-4, meaning eight points possible per section. Total: 24.
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Subscores are reported on scales of 1-15 and provide information about
strengths and weaknesses.
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This is all a work in progress!
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© 2015 The College Board
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Who knows? Currently, there is no data, since there is not a single student who
has taken the redesigned SAT.
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Students who test in March will not receive scores until May (likely after the May
test) to give College Board the time necessary to fine tune scales, curves and
concordance tables.
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The PSAT used to be a predictor of SAT performance; however, the PSAT charts
and percentiles released are a) preliminary, b) not on the exact same scale as
the SAT and c) potentially inflated.
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The higher, the better. The next slide is an excerpt from an estimated table to
ACT to New SAT to Previous SAT conversions, drawn from best available
information. It all depends on the school you want to attend.
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© 2015 The College Board
ACT
New SAT
Old SAT
35
1540-1590
2290-2370
33
1440-1480
2140-2210
31
1360-1390
2020-2070
29
1290-1320
1920-1970
27
1210-1240
1800-1850
25
1130-1160
1680-1730
23
1050-1080
1560-1610
21
980-1010
1450-1500
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© 2015 The College Board
1.
Words in Context – Fallacy that advanced vocabulary has been eliminated.
2.
Command of Evidence – Will be a strong component of success in Reading, Writing and
Essay sections. Prove it!
3.
Essay Analyzing a Source – Rhetorical analysis of an author’s argument; students own
opinion is irrelevant.
4.
Math That Matters Most – Three essential areas are Problem Solving and Data Analysis
(ratios, percentages and proportional reading; Heart of Algebra (linear equations and
systems, with an emphasis on abstraction); and Passport to Advanced Math (manipulation
of complex equations). Some geometry and trigonometry tested.
5.
Problems Grounded in Real-World Contexts. Inclusion of charts, graphs and tables in
Reading and Writing sections. Real-world scenarios in math.
6.
Analysis in Science and Analysis in History/Social Studies. Infuses all sections.
7.
U.S. Founding Documents and the Great Global Conversation.
8.
No Penalty for Guessing
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© 2015 The College Board
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Evidence-Based Reading and Writing Section comprises the Reading Test
and the Writing and Language Test (sections 1 and 2)
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Text complexity: 9th grade through first year post-high school
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Emphasis on source analysis and use of evidence
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Inclusion of data and informational graphics
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Focus on words in context and on word choice for rhetorical effect
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Students work with texts in literature, science and social studies
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© 2015 The College Board
1
Today, I am an inquisitor. An hyperbole would not be
fictional and would not overstate the solemnness that I
feel right now. My faith in the Constitution is whole; it is
complete; it is total. And I am not going to sit here and be
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an idle spectator to the diminution, the subversion, the
destruction, of the Constitution.
“Who can so properly be the inquisitors for the nation
as the representatives of the nation themselves?” “The
subjects of its jurisdiction are those offenses which
10 proceed from the misconduct of public men.”
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© 2015 The College Board
The main rhetorical effect of the series of three phrases in lines 5–6 (“the
diminution, the subversion, the destruction”) is to
A) convey with increasing intensity the seriousness of the threat Jordan sees to the
Constitution.
B) clarify that Jordan believes the Constitution was first weakened, then sabotaged,
then broken.
C) indicate that Jordan thinks the Constitution is prone to failure in three distinct
ways.
D) propose a three-part agenda for rescuing the Constitution from the current crisis.
Content: Rhetoric / Analyzing word choice
Objective: Students must determine the main rhetorical effect of the speaker’s
choice of words.
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[. . .] Transportation planners perform critical work within the broader field of urban
and regional planning. As of 2010, there were approximately 40,300 urban and
regional planners employed in the United States. The United States Bureau of Labor
Statistics forecasts steady job growth in this field, projecting that 16 percent of new
jobs in all occupations will be related to urban and regional planning. Population
growth and concerns about environmental sustainability are expected to spur the
need for transportation planning professionals.
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© 2015 The College Board
Which choice completes the sentence with accurate data based on the above
graph?
A) NO CHANGE
B) warning, however, that job growth in urban and regional planning will slow to
14 percent by 2020.
C) predicting that employment of urban and regional planners will increase 16
percent between 2010 and 2020.
D) indicating that 14 to 18 percent of urban and regional planning positions will
remain unfilled.
CONTENT: Synthesis: Analyzing Quantitative Information
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Assesses college and career readiness proficiency in revising and editing a
range of texts.
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Does not require students to provide written responses -- multiple-choice
questions only.
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Attends to a core set of standard English language conventions and to
effective written expression.
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Some passages and/or questions will be accompanied by representations of
data — tables, charts, graphs, etc.
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The most common question format will require students to choose the best of
three alternatives to an indicated part of the passage (often an underlined
portion) or to determine that the version presented in the passage is the best
option.
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© 2015 The College Board
► Students will read a passage, and then answer questions about what corrections
are needed (if any) pertaining to:
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Sentence structure: questions focus on editing text to correct problems in sentence
formation and inappropriate shifts in construction within and between sentences.
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Conventions of Usage: questions focus on editing text to ensure conformity to the
conventions of standard written English usage.
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Conventions of Punctuation: questions focus on editing text to ensure conformity to
the conventions of standard written English punctuation.
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© 2015 The College Board
A 1954 documentary about renowned watercolor painter Dong Kingman shows the artist
sitting on a stool on Mott Street in New York City’s Chinatown. A crowd of admiring
spectators watches as Kingman squeezes dollops of paint from several tubes into a tin
watercolor [2] box, from just a few primary colors, Kingman creates dozens of beautiful hues
as he layers the translucent paint onto the paper on his easel. Each stroke of the brush and
dab of the sponge transforms thinly sketched outlines into buildings, shop signs, and
streetlamps.
A)
NO CHANGE
B)
box. From just a few primary colors,
C)
box from just a few primary colors,
D)
box, from just a few primary colors
Content: Standard English Conventions/Conventions of Punctuation
Objective: Students must create two grammatically complete and standard sentences.
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© 2015 The College Board
► Students will revise and edit extended texts across a range of academic and
career-related subjects
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show facility with a core set of grammar, usage, and punctuation conventions
► Questions focus on revision of text:
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topic development
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accuracy (consistency between text and graphic[s])
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logic
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cohesion
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rhetorically effective use of language.
► Some passages are based in science and history/social studies
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These passages contribute to Analysis in Science and Analysis in History/Social
Studies cross-test scores
© 2015 The College Board
Please read Dong Kingman: Painter of Cities to answer the following question:
His broader brush strokes and sponge-painted shapes create majestic city skylines,
with skyscrapers towering in the background, bridges connecting neighborhoods on
either side of a river, and [ 3 ] delicately painted creatures, such as a tiny, barely
visible cat prowling in the bushes of a park.
3.
The writer wants to complete the sentence with a third example of a detail
Kingman uses to create his majestic city skylines. Which choice best accomplishes
this goal?
A) NO CHANGE
B) exquisitely lettered street and storefront signs.
C) other city details that help define Kingman’s urban landscapes.
D) enormous ships maneuvering out of a busy harbor.
CONTENT: Expression of Ideas: Development/Support
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© 2015 The College Board
In 1936, a critic described one of Kingman’s solo exhibits as “twenty of the freshest, most
satisfying watercolors that have been seen hereabouts in many a day.” [ 4 ]
4.
The writer wants to conclude the passage with a sentence that emphasizes an
enduring legacy of Kingman’s work. Which choice would best accomplish this goal?
A)
Although Kingman’s work might not be as famous as that of some other
watercolor painters, such as Georgia O’Keeffe and Edward Hopper, it is well regarded by
many people.
B)
Since Kingman’s death in 2000, museums across the United States and in
China have continued to ensure that his now-iconic landscapes remain available for the
public to enjoy.
C)
The urban landscapes depicted in Kingman’s body of work are a testament to
aptness of the name chosen for Kingman when he was just a boy.
D)
Kingman’s work was but one example of a long-lasting tradition refreshed by
an innovative artist with a new perspective
CONTENT: Expression of Ideas: Organization/Introductions,
Conclusions, and Transitions
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© 2015 The College Board
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Students who opt to take the SAT Essay are required to make purposeful,
substantive use of textual evidence in a way that can be objectively evaluated.
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The essay task is not designed to elicit students’ subjective opinions.
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The prompt will remain consistent for all administrations of the SAT; only the
writing passages will change.
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Students will receive three scores of 2-8 in Reading, Writing, and Analysis.
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© 2015 The College Board
As you read the passage below, consider how [the author] uses
►evidence,
such as facts or examples, to support claims.
►reasoning to develop ideas and to connect claims and evidence.
►stylistic or persuasive elements, such as word choice or appeals to emotion, to
add power to the ideas expressed.
Source Text
Write an essay in which you explain how [the author] builds an argument to
persuade [his/her] audience that [author’s claim]. In your essay, analyze how [the
author] uses one or more of the features listed above (or features of your own
choice) to strengthen the logic and persuasiveness of [his/her] argument. Be sure
that your analysis focuses on the most relevant aspects of the passage. Your
essay should not explain whether you agree with [the author’s] claims, but rather
explain how [he/she] builds an argument to persuade [his/her] audience.
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© 2015 The College Board
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Focus on content that matters most for college and career readiness:
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Assesses fluency with, understanding of, and ability to apply mathematical
concepts
•
Algebra and linear equations
•
Problem solving and data analysis
•
Advanced mathematical practices
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Certain key elements will be woven throughout the Math Test:
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Emphasis on mathematical application and reasoning
Problems from a range of disciplines addressing real-world problems drawn
from science, social studies, and careers
Inclusion of both calculator and no-calculator portions as well as attention to
the use of a calculator as a tool
Includes both multiple choice questions and student-produced response
questions
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-
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© 2015 The College Board
What is one possible solution to the equation
This example, from the no-calculator portion of the test, requires students to look at
the structure of the expression and find a way to rewrite it, again showing the link
between fluency and mathematical practices. The student must transform the
expression without a calculator, for example by multiplying both sides of the
equation by a common denominator as a first step to find the solution.
*This is an example of a “Student-Produced Response” or grid-in question. Students will not be
given answer choices. Instead, they fill in the grid with their answers. Approximately 20% of the
math test contains student-produced response questions.
Content: Passport to Advanced Math
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© 2015 The College Board
In this problem, multiplying both sides of the equation by the common denominator
(x + 1)(x − 1) yields 24(x − 1) − 12(x + 1) = (x + 1)(x − 1). Multiplication and
simplification then yields
12x − 36 = x2 − 1, or
x2 − 12x + 35 = 0.
Factoring the quadratic gives (x − 5)(x − 7) = 0, so the solutions occur at x = 5 and
x = 7, both of which should be checked in the original equation to ensure that they
are not extraneous. In this case, both values are solutions.
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© 2015 The College Board
When a scientist dives in salt water to a depth of 9 feet below the surface, the
pressure due to the atmosphere and surrounding water is 18.7 pounds per square
inch. As the scientist descends, the pressure increases linearly. At a depth of 14
feet, the pressure is 20.9 pounds per square inch. If the pressure increases at a
constant rate as the scientist’s depth below the surface increases, which of the
following linear models best describes the pressure p in pounds per square inch at a
depth of d feet below the surface?
A)
p = 0.44d + 0.77
B)
p = 0.44d + 14.74
C)
p = 2.2d – 1.1
D)
p = 2.2d – 9.9
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© 2015 The College Board
Choice B is correct. To determine the linear model, one can first determine
the rate at which the pressure due to the atmosphere and surrounding
water is increasing as the depth of the diver increases. Calculating this
gives
Then one needs to determine the pressure due to the atmosphere or, in
other words, the pressure when the diver is at a depth of 0. Solving the
equation 18.7 = 0.44 ( 9 ) + b gives b = 14.74. Therefore, the model that
can be used to relate the pressure and the depth is p = 0.44 d + 14.74.
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© 2015 The College Board
A typical image taken of the surface of Mars by a camera is 11.2 gigabits in size. A
tracking station on Earth can receive data from the spacecraft at a data rate of 3
megabits per second for a maximum of 11 hours each day. If 1 gigabit equals 1,024
megabits, what is the maximum number of typical images that the tracking station
could receive from the camera each day?
A)
3
B)
10
C)
56
D)
144
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© 2015 The College Board
Choice B is correct. The tracking station can receive 118,800 megabits each day
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If each image is 11.2 gigabits, then the number of images that can be received each
116
10.4.the question asks for the maximum number of typical images,
day is 11.2Since
rounding the answer down to 10 is appropriate because the tracking station will not
receive a complete 11th image in one day.
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© 2015 The College Board

Khan Academy. One of the biggest challenges is the paucity of reliable practice
materials. College Board has released exactly four practice tests. The content
publishers who already have books on the market wrote them before CB even
released content and are, at best, total conjecture.
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Use the four practice tests judiciously – we used one for the mock. Save the
others to complete on a full-length, timed basis and use the practice questions
that College Board previously released (on College Board site) in addition to
Khan Academy.
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College Board also has a daily practice app for Apple and Android phones.

Build your reading stamina and practice paraphrasing. The new SAT requires
students to come into the test with a higher reading level than either the old SAT
or the ACT. Students will need to deal with obscure vocabulary, complex (or
archaic) sentence structure and advanced topics, including science passages
that contain jargon. Read and practice condensing long and complex sentences
into sound bites – old SAT reading sections, higher level magazine articles, and
top-tier newspaper articles can help.
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© 2015 The College Board

Where’s the evidence? Get into the habit of backing up any answer with
relevant quotations or data that support your answer. This will help you not only
in SAT preparation, but in preparation for almost any test. Don’t choose an
answer unless you point to the evidence it is correct.

Get excited about the U.S. Founding Documents. Understanding them in
advance will be helpful on test day.

Make sure you are going to get the “freebies” on test day by knowing the
standards and conventions of English language – comma placement, semicolon use, pronoun-antecedent agreement, etc. Any released ACT English
section will be good practice for the SAT Writing section.

Put away the calculator (some of the time). Both the ACT and the old SAT math
sections were designed to be solved without the need of a calculator; however,
students are calculator-dependent. The new SAT forces students to out down
their calculator and use their heads, for at least part of the test. Start practicing
SAT Math (all math!) without immediately resorting to the calculator in order to
break the habit.
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© 2015 The College Board
►
The College Board and Khan Academy have partnered to
provide online SAT test preparation programs and resources
entirely free of charge.
►
Khan Academy has released an interactive and personalized
practice program for the redesigned SAT.
►
Features include:
Thousands of practice problems
Personalized tutorials on test content
Official SAT practice questions and full-length tests
Comprehensive reporting for students
Access anytime, anywhere — for free
►
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The College Board is working with educators, community
groups, college access organizations, and parents to provide the
necessary resources to propel students to college success.
© 2015 The College Board
Plus
Minus
Virtually all colleges will
accept the ACT and SAT
equally.
Speed. The ACT is a killer
for more slower
readers/more deliberate
processors.
Easier reading passages.
Science section is a score
drag for many students.
Single-concept math
questions, no distracters.
Straightforward grammar
and editing.
Many, many more reliable
and vetted resources for
study.
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No delays in scores or
changes in scale. Colleges
know how to handle.
© 2015 The College Board
The only way to know if you can handle the pacing
demands of the ACT is to take a full-length practice test!
►
Full-length, proctored practice ACT will be offered at Del Norte
on Saturday, March 5, from 9:00 a.m. – 1:00 p.m.
►
Sponsored by the Del Norte PTSA.
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© 2015 The College Board