College essays standardized testing

Section Five, Optional: Essay 1 essay in 40 minutes. Be prepared to compare and contrast different perspectives. SAT vs. I struggle with geometry and trigonometry. Agree Disagree. I am good at solving math problems without a calculator. Science is not my forte.

I normally do well on math tests. I can't recall math formulas easily. I like coming up with my own answers for math questions. Tight time constraints stress me out. I can easily find evidence to back up my answers. Chronologically arranged questions are easier to follow. Mostly Agrees.

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Mostly Disagrees. Equal Agrees and Disagrees. AP Exams vs. Subject Tests. AP Exams. Time it Takes hours, depending on the test.

Be sure to check specific school requirements. SAT Subject Tests. Time it Takes 1 hour. What is the difference between test optional and test flexible? Do test optional schools still award merit aid? What does a competitive application actually look like? Awards and Recognition. Letters of Recommendation. Note Diversity if applicable. List of Extracurricular Activities. Note Legacy if applicable. Admissions Requirements:. Cumulative GPA of 2. Test Optional Standardized Test Scores.

Required Materials:. Completed Application. Official High School Transcripts. One Letter of Recommendation.

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Writing Sample words, untimed. Additional Requirements for International Students. Applying to Marymount University Marymount offers you the opportunity to expand your horizons, develop your talents, prepare for a successful future, and make memories that will last a lifetime. What You and Your Parents! Hate Taking Tests? Test preparation companies in Asia have been found to provide test questions to students within hours of a new SAT exam's administration.

The leaked PDF file was on the internet before the August 25, exam. For decades many critics have accused designers of the verbal SAT of cultural bias as an explanation for the disparity in scores between poorer and wealthier test-takers. The correct answer was "oarsman" and "regatta".

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The choice of the correct answer was thought to have presupposed students' familiarity with rowing , a sport popular with the wealthy. Analogy questions were removed in They further found that, after controlling for family income and parental education, the tests known as the SAT II measure aptitude and college readiness 10 times higher than the SAT.

The largest association with gender on the SAT is found in the math section, where male students, on average, score higher than female students by approximately 30 points. Some researchers believe that the difference in scores for both race and gender is closely related to psychological phenomenon known as stereotype threat. Stereotype threat happens when an individual who identifies themselves within a subgroup of people, is taking a test and comes across a stereotype usually of American origin regarding their subgroup.

This along with additional test anxiety, will usually cause a low test performance for that individual or group affected. This is because the individual is under increased pressure to overcome the stereotype threat and prove it wrong. This form of stereotype can be translated into a form of gender or race bias and is found in numerous SAT tests spanning throughout the years it has existed. Gender bias of the SAT tests can happen within certain sections which include the questions or passages themselves. This bias itself is usually for that against females. Greater male variability has been found in both body weight, height, and cognitive abilities across cultures, leading to a larger number of males in the lowest and highest distributions of testing [] [] [ circular reference ].

This results in a higher number of males scoring in the upper extremes of mathematics tests such as the SAT, resulting in the gender discrepancy. For the demographics example, students are often asked to identify their race or gender before taking the exam, just this alone is enough to create the threat since this puts the issues regarding their gender or race in front and center of their mind. For the mathematics example, a question in the May SAT test involved a chart which identified more boys than girls in mathematics classes overall.

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This is also based on the common stereotype that "men are better at math than women," []. The questions regarding the passages are considered by critics to be of mutual ground but it's the placement of these passages that may have been the real issue. Since the passages were in the beginning it may have allowed this new information to linger in the minds of the test takers for the rest of their test taking time, especially the females who may now have the new thought as to not being intellectually competent of doing things other than house work and chores.

Studies suggest that teaching about stereotype threat might offer a practical means of reducing its detrimental effects.

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It can be shown when women were informed about stereotype threat problems in standardized tests, they tend to achieve higher scores. Thus, informing women about stereotype threat may be a useful intervention to improve their performance in a threatening testing situation. This is also known as a stereotype threat mitigation. The main study that supports these findings comes from two well-known professionals on Education known as Claude Steele and Steve Spencer. With this test, one group from each gender would be given the test with an intro sentence.

The other group within each gender would not be given this sentence. The sentence itself stated: you may have heard that women don't do as well as men on difficult standardized math tests, but that's not true for the particular standardized math test; on this particular test, women always do as well as men. The results were as follows: among participants who weren't given the intro sentence, where the women could still feel the threat of stigma confirmation, women did worse than equally skilled men. But among participants who were given the intro sentence that stated the test did not show gender differences, where the women were free of confirming anything about being a woman, woman performed at the same high level as equally skilled men.

Their under-performance was eliminated. In a third teaching-intervention condition, the test was also described as a math test, but participants were additionally informed that stereotype threat could interfere with women's math performance and that the threat itself shouldn't be considered to be true for any woman. Results showed that women performed worse than men when the problems were described as a math test where the stereotype threat was not discussed , but did not differ from men in the problem-solving condition or the men that learned about stereotype threat.

Why Elites Dislike Standardized Testing

For the women in the teaching-intervention condition in which they learned about the threat, they indeed had a greater overall performance than the women without this treatment. Although aspects of testing such as stereotype are a concern, research on the predictive validity of the SAT has demonstrated that it tends to be a more accurate predictor of female GPA in university as compared to male GPA. African American, Hispanic, and Native American students, on average, perform an order of one standard deviation lower on the SAT than white and Asian students.

Researchers believe that the difference in scores is closely related to the overall achievement gap in American society between students of different racial groups. This gap may be explainable in part by the fact that students of disadvantaged racial groups tend to go to schools that provide lower educational quality. This view is supported by evidence that the black-white gap is higher in cities and neighborhoods that are more racially segregated. For example, African Americans perform worse on a test when they are told that the test measures "verbal reasoning ability", than when no mention of the test subject is made.

John Ogbu , a Nigerian-American professor of anthropology, found that instead of looking to their parents as role models, black youth chose other models like rappers and did not put forth the effort to be good students. One set of studies has reported differential item functioning—namely, some test questions function differently based on the racial group of the test taker, reflecting some kind of systematic difference in a groups ability to understand certain test questions or to acquire the knowledge required to answer them.

In Freedle published data showing that Black students have had a slight advantage on the verbal questions that are labeled as difficult on the SAT, whereas white and Asian students tended to have a slight advantage on questions labeled as easy. Freedle argued that these findings suggest that "easy" test items use vocabulary that is easier to understand for white middle class students than for minorities, who often use a different language in the home environment, whereas the difficult items use complex language learned only through lectures and textbooks, giving both student groups equal opportunities to acquiring it.

There is no evidence that SAT scores systematically underestimate future performance of minority students. However, the predictive validity of the SAT has been shown to depend on the dominant ethnic and racial composition of the college. Christopher Jencks concludes that as a group, African Americans have been harmed by the introduction of standardized entrance exams such as the SAT. This, according to him, is not because the tests themselves are flawed, but because of labeling bias and selection bias; the tests measure the skills that African Americans are less likely to develop in their socialization, rather than the skills they are more likely to develop.

Furthermore, standardized entrance exams are often labeled as tests of general ability, rather than of certain aspects of ability.