I suggest exploring the blog for more tips for the verbal sections. Although her posts are engaging, Meltzer ultimately leaves it up to you to seek out examples and sample questions when trying out her advice.
Many college entrance exams in the early s were specific to each school and required candidates to travel to the school to take the tests. The College Boarda consortium of colleges in the northeastern United States, was formed in to establish a nationally administered, uniform set of essay tests based on the curricula of the boarding schools that typically provided graduates to the colleges of the Ivy League and Seven Sistersamong others.
Terman in particular thought that such tests could identify an innate " intelligence quotient " IQ in a person. The results of an IQ test could then be used to find an elite group of students who would be given the chance to finish high school and go on to college.
The commission, headed by Carl Brighamargued that the test predicted success in higher education by identifying candidates primarily on the basis of intellectual promise rather than on specific accomplishment in high school subjects.
Specifically, Conant wanted to find students, other than those from the traditional northeastern private schools, that could do well at Harvard. The success of the scholarship program and the advent of World War II led to the end of the College Board essay exams and to the SAT being used as the only admissions test for College Board member colleges.
Machine-based scoring of multiple-choice tests taken by pencil had made it possible to rapidly process the exams. Bill produced an influx of millions of veterans into higher education. Brigham felt that the interests of a consolidated testing agency would be more aligned with sales or marketing than with research into the science of testing.
Although those taking the test came from a variety of backgrounds, approximately one third were from New YorkNew Jerseyor Pennsylvania. The majority of those taking the test were from private schools, academies, or endowed schools.
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The test contained sections on English, FrenchGermanLatinGreekhistory, mathematics, chemistryand physics. The test was not multiple choice, but instead was evaluated based on essay responses as "excellent", "good", "doubtful", "poor" or "very poor".
It was administered to over 8, students at over test centers. Slightly over a quarter of males and females applied to Yale University and Smith College. This scale was effectively equivalent to a to scale, although students could score more than and less than Inthe number of sections was again reduced, this time to six.
These changes were designed in part to give test-takers more time per question. For these two years, all of the sections tested verbal ability: The verbal section of the test covered a more narrow range of content than its predecessors, examining only antonyms, double definitions somewhat similar to sentence completionsand paragraph reading.
Inanalogies were re-added. Between andstudents had between 80 and minutes to answer verbal questions over a third of which were on antonyms. The mathematics test introduced in contained free response questions to be answered in 80 minutes, and focused primarily on speed.
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