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It covers the suite’s characteristics, fairness principles, and procedures for test development and administration, including security measures. The manual explains how results are interpreted and applied, with detailed discussion of scoring, reporting, and SAT Skills Insight. 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Overview  \n1 1.1 Introduction  \n5 1.2 Brief History of Development  \n11 1.3 Description of Content  \n21 2. Fairness  \n21 2.1 What Is Fairness?  \n22 2.2 Fairness Reviews of Items, Forms, and Prompts for the SAT and the PSAT-Related Assessments  \n25 2.3 Test Accommodations to Remove Construct-Irrelevant Barriers  \n26 2.4 Subgroup Differences on the SAT and the PSAT-Related Assessments  \n26 2.5 Differential Validity and Prediction Analyses for the SAT with FYGPA  \n27 3. Test Development Procedures  \n28 3.1 Test Specifications  \n39 3.2 Item Development for the SAT Suite of Assessments Reading, Writing and Language, and Math Tests  \n46 3.3 Test Form Assembly  \n47 3.4 Passage and Prompt Development for the SAT Essay  \n49 3.5 Accommodated Forms  \n51 3.6 Test Form Production  \n53 4. Testing Requirements 53 4.1 Administration  \n58 4.2 Security  \n© 2017 The College Board. SAT Suite of Assessments Technical Manual i  \n60 5. Interpretation and Application of Results  \n60 5.1 Scoring Procedures  \n66 5.2 Test Security Analyses  \n68 5.3 Reporting  \n72 5.4 SAT Skills Insight  \n75 6. Psychometrics  \n75 6.1 Scaling  \n82 6.2 Equating  \n91 6.3 Normative Information  \n100 6.4 Reliability  \n103 6.5 Psychometric Applications  \n107 7. Validity  \n107 7.1 Introduction to Validity as a Concept  \n108 7.2 Content-Oriented Validity Evidence  \n114 7.3 The Relationship Between the SAT and Other Similar Assessments  \n120 7.4 The Relationship Between the SAT and College Outcomes  \n133 7.5 Measuring and Monitoring College Readiness with the SAT  \n136 7.6 Year-Over-Year Growth and PSAT-Related Benchmarks  \n140 References  \n143 Glossary  \n© 2017 The College Board. SAT Suite of Assessments Technical Manual ii  \nForeword  \nIn 2013, the College Board embarked on one of its largest initiatives ever: the redesign of its flagship program, the SAT, and its related assessment, the PSAT/NMSQT. This redesign effort was driven by the lack of progress we’ve seen in the last decade to increase the college readiness rates of our high school graduates, which demanded that we do something different. Simply redesigning the SAT would not be sufficient. So we, as an organization, took on the challenge of doing more than simply designing a Suite of Assessments that would report test scores. We determined that we would also deliver opportunities to middle school and high school students, to help them successfully navigate the path to college.  \nIn 2015-16, we introduced the redesigned SAT and three PSAT-related assessments:  \nPSAT/NMSQT, PSAT 10, and PSAT 8/9, comprising the SAT Suite of Assessments. Not only do these assessments measure the skills and knowledge needed for college readiness at gradeappropriate levels, but each of these assessments is also scaled to a single, common metric. The result is a longitudinal assessment system, beginning in grade 8 and continuing through grade 12, that helps students and teachers monitor progress toward college readiness and can start early in the preparation process, when effective interventions can be made.  \nThe SAT Suite connects students to opportunities to help them navigate the path to college, including: deep practice of college readiness skills through our partnership with Khan Academy (available to all students free of charge); an expanding array of college scholarships that make it possible for more students to defray the rising costs of higher education; an increase in the number and kinds of fee waivers for income-eligible students, not only for the assessments but for college applications; and educational and career planning tools to help students explore their interests, identify possible college majors based on those interests, and choose colleges to which they wan","cbCaisavRQ7uWGfB","https://ap.wps.com/l/cbCaisavRQ7uWGfB","pdf",2317483,156,"English","# Overview\n## Introduction\n## Brief History of Development\n## Description of Content\n# Fairness\n## What Is Fairness?\n## Fairness Reviews\n## Test Accommodations\n## Subgroup Differences\n## Differential Validity and Prediction Analyses\n# Test Development Procedures\n## Test Specifications\n## Item Development\n## Test Form Assembly\n## Passage and Prompt Development for the SAT Essay\n## Accommodated Forms\n## Test Form Production\n# Testing Requirements\n## Administration\n## Security\n# Interpretation and Application of Results\n## Scoring Procedures\n## Test Security Analyses\n## Reporting\n## SAT Skills Insight\n# Psychometrics\n## Scaling\n## Equating\n## Normative Information\n## Reliability\n## Psychometric Applications\n# Validity\n## Introduction to Validity as a Concept\n## Content-Oriented Validity Evidence\n## Relationship Between the SAT and Other Assessments\n## Relationship Between the SAT and College Outcomes\n## Measuring and Monitoring College Readiness\n## Year-Over-Year Growth and PSAT-Related Benchmarks\n# References\n# Glossary","[{\"question\":\"What does the manual cover about the SAT Suite’s design and technical quality?\",\"answer\":\"It documents the processes and outcomes behind the SAT Suite of Assessments, emphasizing technical soundness, documented psychometric properties, and evidence supporting test development quality.\"},{\"question\":\"How does the manual address fairness in SAT-related assessments?\",\"answer\":\"It explains fairness as a concept, describes fairness reviews of items/forms/prompts, covers accommodations to remove construct-irrelevant barriers, and discusses subgroup differences and differential validity/prediction analyses.\"},{\"question\":\"What psychometric topics are included in the manual?\",\"answer\":\"It details scaling, equating, normative information, reliability, and psychometric applications to support interpretation and use of assessment results.\"}]","SAT Suite of Assessments Technical Manual | PDF",1792705804,393]