A Study of Fatigue Effects from the New SAT - College Board Research Report No. 2004-5

Sep 14, 2026

A study examines how fatigue influences performance on the New SAT, evaluating both test-taker outcomes and subjective perceptions of fatigue. The research compares conditions related to essay ordering and includes analyses of fatigue effects on verbal and math achievement as well as essay performance. Survey results assess overall fatigue at test end, perceptions of break quantity and placement, desired break time, hunger levels, and preferences regarding essay location.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

A Study of Fatigue Effects from the New SAT®

Method

Materials

Testing Materials

Score Scales

Survey Questionnaires

Participants

Procedure

Results

Results of Phase I: Comparisons of Test-Taker Performance

Power Analysis

Effects of Fatigue on SAT Verbal and Math Performance

Effects of Fatigue on Essay Performance

Effects of Motivation on Test Performance

Discussion

Results of Phase 2: Survey Results

Test-Takers’ Overall Perceptions of Fatigue at the End of the Test

Adequacy and placement of breaks

Desired break time and number of breaks

Hunger levels and perceived impact

Preferences for essay location

Preoccupation with the essay

Switching among content areas

Discussion

General Discussion

References

Appendix A: SAT Fatigue Study Survey

Appendix B: SAT I Fatigue Study Survey

Research Report No . 2004-5 A Study of Fatigue Effects from the New SAT ® Jinghua Liu, Jill R. Allspach, Miriam Feigenbaum, Hyeon-Joo Oh, and Nancy Burton [www.collegeboard.com](www.collegeboard.com) College Board Research Report No. 2004-5 ETS RR-04-46 A Study of Fatigue Effects from the New SAT ® Jinghua Liu, Jill R. Allspach, Miriam Feigenbaum, Hyeon-Joo Oh, and Nancy Burton College Entrance Examination Board, New York, 2004 Jinghua Liu is a measurement statistician at Educational Testing Service. Jill R. Allspach is an associate measurement statistician at Educational Testing Service. Miriam Feigenbaum is a principal statistical associate level II at Educational Testing Service. Hyeon-Joo Ohis a measurement statistician at Educational Testing Service. Nancy Burton is a senior research scientist at Educational Testing Service. Researchers are encouraged to freely express their professional judgment. Therefore, points of view or opinions stated in College Board Reports do not necessarily represent official College Board position or policy. The College Board: Connecting Students to College Success The College Board is a not-for-profit membership organization whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 4,500 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its bestknown programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®) . The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. For further information, [visit www.collegeboard.com](visit www.collegeboard.com). Additional copies of this report (item \#040481305) maybe obtained from College Board Publications, Box 886, New York, NY 10101-0886, 800 323-7155. The price is $15. Please include $4 for postage and handling. Copyright © 2004 by College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Entrance Examination Board. Connect to college success, SAT Subject Test, and SAT Reasoning Test are trademarks owned by the College Entrance Examination Board. PSAT/NMSQTisa registered trademark of the College Entrance Examination Board and National Merit Scholarship Corporation. Other products and services maybe trademarks oftheir respective owners. [Visit College Board on the Web: www.collegeboard.com](Visit College Board on the Web: www.collegeboard.com). Printed in the United States of America. Acknowledgments We are grateful to Michael Walker for his comments on data analyses, and to Rosemary Reshetar and Cathy Wendler for their helpful comments. Contents Abstract ..................................... 1 A Study of Fatigue Effects from the New SAT® ...... 1 Method ..................................... 2 Materials ................................. 2 Testing Materials ........................2 Score Scales............................. 3 Survey Questionnaires .................... 3 Participants ............................... 3 Procedure ................................. 3 Results ...................................... 3 Results of Phase I: Comparisons of Test-Taker Performance ..................... 3 Power Analysis .......................... 3 Effects of Fatigue on SAT Verbal and Math Performance: Essay First Versus No Essay .................................. 4 Effects of Fatigue on Essay Performance: Essay First Versus Essay Last .............. 4 Effects of Motivation on Test Performance ... 4 Dis

FAQs

What is the main focus of this report?

The report studies how fatigue affects performance on the New SAT, including both achievement results and test-takers’ perceptions collected through surveys.

How does the study evaluate essay-related conditions?

It compares essay first versus no essay, and essay first versus essay last, then analyzes effects on verbal/math and essay performance.

What aspects of breaks and hunger are assessed?

Survey measures cover perceptions of fatigue at the end of the test, the adequacy and placement of breaks, desired break time and number, hunger levels, and whether hunger affected performance.

Sep 14, 2026

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