Interpreting Scores and Planning Next Steps
Oftentimes, in test prep, we are faced with logistical issues beyond material. Frequently, parents and students ask how many times a test should be taken, or have trouble interpreting their scores and understanding what can be improved.
First, we must understand how the SAT is scored. The scoring of each SAT is individually established before that test’s administration- the performance of other test takers during that day should not impact any individual score. Raw scores (total number of correct answers in any one section) are converted into “scaled scores.” There are 400 points in each the reading and writing section to combine to 800. The 58 questions of the math sections combine to a maximum of 800 as well. An easier test will be graded more harshly, and vice versa. This is a process called equating, although it is often simply referred to as “curving” for familiar wording. We can see this in the example below:
Note that in the March 2018 test, 5 errors on the math section would result in a score of 770- the same number of errors in the most recently released test, March 2020, would yield a 720. Recently, tests have been described as “easier,” but with tougher scoring (especially in the math and grammar sections). The difference between five errors and three errors (two mistakes) represents a 30 point difference.
Human variation exists- student scores can swing day by day, and what is done on one test may not be 100% indicative of what will happen on tests in the near future. As shown above, a couple of questions across each section can lead to significant differences in scores.
Third, the SAT does not discriminate. Wrong is wrong. 99% correct is still wrong. This is important to note, as raw scores do not show how close a student may have been to correctly solving a problem. Adding instead of multiplying on one problem and solving for x when the problem asked for the value of 4x on another, and forgetting to put an apostrophe in front of an S, can immediately lead to a 60 point score reduction (no, that’s not an exaggeration). In school, students are used to partial credit- this does not exist on standardized tests, and the scores may seem worse than expected accordingly (when a student feels they performed strongly but winds up with a low score, we usually find careless errors).
A few considerations when planning after receiving scores:
· What types of mistakes were made? where were they?
Errors clustered towards the end may suggests timing issues from spending too long on one particularly challenging problem- instead, a student may skip anything taking too long to ensure they have a chance to answer as many questions as possible.
All questions count for the same amount of points, easy or hard. Students should focus on answering every question they recognize and feel confident at, and avoid burning time on problems they feel lost on.
In the math section, errors progress from easy to difficult- note any problems in the earlier portions of the section, as these are likely attainable points.
· What was the scoring like?
Remember, the “curve” is harsher towards the top end, and every problem makes a difference
Sometimes, a test may simply have had a rough curve to it- now, more than ever, it is important to pace properly to ensure every problem is thoroughly thought out to avoid careless errors that are common but can hurt a score. In some cases, it is beneficial to take another test without necessarily needing intensive work in between, as these small variations can lead to major points.
Pranoy has been a private tutor since 2010. He graduated from Penn State University with a degree in Biological Sciences, attended Des Moines University School of Medicine, and obtained his master’s degree at Columbia University.