In 2005, the College Board added a required writing section to the SAT, and ACT added an optional writing test to the ACT. Before 2005, ACT and the College Board had periodically produced concordance tables to assist admission officers who wanted to understand how students of comparable ability would score on the two college entrance examinations. Given the changes to both tests, the College Board and ACT are now providing updated concordance tables that are based on the current versions of the two tests.
Score linkages between the Verbal and Math sections of the SAT I: Reasoning Test and the corresponding sections of the new version of a Spanish-language admissions test, the Prueba de Aptitud Academica (PAA) were investigated. A bilingual group design was employed. A language proficiency measure (ESLAT) was used to define the bilingual group and as a predictor variable. Prediction and scaling for concordance results were compared. Results indicated that for both single (PAA Verbal or PAA Math to the corresponding SAT I scores) and composite (PAA¿V+M to SAT I¿V+M and PAA¿V+M+ESLAT to SAT¿I V+M) score linkage, prediction is preferable to concordance. Comparison of prediction and concordance results for composite scores versus single construct scores indicate that when PAA Verbal is combined with PAA Math to form a composite, predictions of this composite are better than for Verbal alone, but worse than for Math alone.
Correspondences between ACT and SAT I scores are presented from a conceptual framework that distinguishes among three kinds of correspondences: equating, scaling, and prediction. Relationships among the different scales of the ACT and SAT I are described in the context of the conceptual framework. Sums of scores, composites of scores, and individual scores are examined.
This paper describes how results on the ACT and SAT I can be compared through statistical linking procedures.
Marco and Abdel-fattah (1991) reported newly established relationships between scores on the enhanced American College Testing Program (ACT) Assessment and scores on the SAT. Fourteen large universities provided data on applicants who had taken both the enhanced ACT Assessment and the SAT. The report provides a detailed description of the methodology used to develop the ""concordance"" tables reported in the 1991 study, as well as the methods used to establish comparability between scores on the ACT Composite from the enhanced ACT Assessment and scores on the SAT-V and SAT-M composite (SAT-V + M). The results should aid test users in attempting to compare the performance of students taking these different tests.