[IPAC-List] Guessing on the SAT/ACT
Saul Fine
saulfine at zahav.net.il
Mon May 3 10:25:14 EDT 2010
Excellent response from Kelly.
It's more of a penalty for wrong answers which acts to correct for random
guessing.
Assuming different response rates for the distrators (i.e., that guessing is
really done after first narrowing down 1 or more options), would it make
sense to apply differential penalties?
Saul.
----- Original Message -----
From: "Kelly Sorensen" <kelsoren at gmail.com>
To: <IPAC-List at ipacweb.org>
Sent: Monday, May 03, 2010 4:53 PM
Subject: Re: [IPAC-List] Guessing on the SAT/ACT
>I want to chime in here because there is a lot of conflicting information
> regarding guessing on the SAT, with advice ranging from "never guess" to
> "always guess."
>
> First off, people talk about there being a "penalty for guessing" on the
> SAT, which isn't exactly true. Basically, ETS is simply trying to prevent
> folks from getting more points than they deserve based simply upon
> guessing,
> so it's more of a "correction for guessing" rather than a "penalty." And
> maybe I'm splitting hairs, here, but the term "penalty" is much more
> intimidating than the term "correction."
>
> On the SAT students generally have 5 multiple choice answers to choose
> from.
> ETS takes off 1/4 a point for each wrong answer. Yet for each correct
> answer, the student earns one full point. And, of course, -1/4 + -1/4
> + -1/4
> + -1/4 = -1.
> And -1 + 1 = 0. And 0 points are what the student would have received had
> they not guessed. This is my objection to calling it a guessing "penalty."
> This is important for students to know, but often test prep books and even
> high school English teacher will tell students not to guess, to guess only
> if they can narrow the answer choices down to two, etc. The reason this is
> important to know is because students rarely guess at random. As I'm sure
> you all know, it is difficult to come up with attractive distractor items.
> Students generally can eliminate an answer or two quite easily. There are
> also strategies that can be taught to help help eliminate answers (e.g.,
> ETS
> doesn't like extreme answers, they aren't going to have an answer choice
> the
> would be insulting to woman or minorities be the correct answer, if the
> word
> is extremely difficult and the student is on problem one in the sentence
> completion section then it isn't going to be the answer, or if the word is
> extremely easy and it's the last question in that section it isn't going
> to
> be the answer, etc.), so it's rare when a student cannot eliminate any
> answer possibilities, even if they don't know why they think an answer
> choice should be eliminated.
>
> And of course the SAT is controversial because minorities as a group tend
> to
> score less well...
>
> The ACT does not correct for guessing, so there is no debate on guessing
> there, or shouldn't be. One should always guess on the ACT, though of
> course, in my opinion, one should always guess on the SAT too.
>
> On Thu, Apr 29, 2010 at 1:54 PM, Chris Hornick <cwhornick at cwhms.com>
> wrote:
>
>> I have found this to be a very interesting discussion, as my 15 year old
>> son
>> is in the process of being scarred for life by taking the SAT, ACT and
>> other
>> placement exams. I have tried to help him understand how guessing can
>> affect his score, and I suspect it has about as much value to him as a
>> lot
>> of the life experience help I try to offer. I am sure many of you know
>> what
>> I am saying there! My real comment here is that I think we should be
>> clear
>> on what we are trying to accomplish with correcting for guessing on
>> employment exams (speeded or not speeded). I don't think it is all that
>> critical or helpful in the employment arena. In my estimation,
>> correction
>> for guessing on a speeded test is not necessary or helpful. As Dennis
>> pointed out, most speeded tests include calculation of both accuracy and
>> speed, thus penalizing applicants further by correcting for guessing does
>> not make sense to me.
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