SAT vs YKS

1. What is assumed to be measured by this test? (i.e., constructs, e.g., Mathematical

problem solving, English ability, IQ etc.)How the constructs (assumed to be tested) was
defined? From which theories the test developers benefited when defining the constructs?

High school students' academic ability are assessed by two significant standardized tests, the
SAT and YKS, which are vital in establishing their eligibility for higher education in Turkey and
the United States. The SAT assesses literacy, numeracy and writing skills that a college student
needs to have. The YKS, on the other hand, covers topics in the natural sciences, mathematics,
social sciences, and Turkish language and literature. When it comes to tests, construct validity is
crucial. The procedure begins with an accurate overview of the assessment's aims. It next
depends on cooperation with experts, who are educators and professionals in related fields. An
in-depth review of the curriculum guarantees alignment with the subjects taught in the
educational system. Item analyses give the information required to make the necessary changes,
and pilot testing is utilized to validate the constructs. SAT and YKS are developed using a
variety of theories and principles. Test items that evaluate thinking abilities and the application
of knowledge are designed with help from constructivist learning theories and cognitive learning
and testing theories. Item Response Theory (IRT) and Classical Test Theory (CTT) offer
conceptual frameworks for comprehending validity, and reliability. Validity theory guarantees
that the constructs tested are aligned with the intended skills. The development of standardized
tests is guided by these theories collectively, with the goals of ensuring validity, fairness,
reliability, and relevance to the constructs being evaluated.

2. Describe the purposes of the test. Who will be (or have been) tested by this assessment?

The purpose of these tests is to measure the readiness for higher education. Although SAT and
YKS differ in some areas, they are both required for university entrance. The YKS is designed
for Turkish high school graduates wanting to enroll in Turkish universities, whereas the SAT is
intended for high school students in the United States requiring for college entrance.
3. Which item types are included in this test (e.g., selection or supply type; short-answer,
multiple-choice, open ended)? Provide a few sample items from the test.

The SAT is an exam that includes multiple choice questions, short answer questions, and essays.
Examples:

Multiple Choice Questions:

For the Mathematics Department: Choosing the correct answer to mathematical calculations of a
problem.

For the Reading Section: Answering comprehension questions based on a specific text.

Short Answer Questions:

For the Writing Section: Making a brief statement or argument about a particular topic or idea.

Test Article: An assignment that asks the student to write an essay on a specific topic. Students
are expected to analyze a topic, support their arguments, and communicate them effectively.

These examples reflect the various question types on the SAT that measure different skill areas.
The purpose of the exam is to evaluate students' overall academic abilities and gauge their
readiness for success at the college level.

4. Is there a table of specification? If so, how the items in the test are related to the
constructs or learning objectives, and how they are distributed? What types of assessment
is involved in the test results? (e.g., criterion-referenced assessment, standards-referenced
assessment, norm-referenced assessment, etc.)?

The SAT is based on a table of specifications, which specifies the content, skill areas, and
assessment objectives of the test. The specification table is a guide used in test preparation and
determines which subject areas, skill types, and difficulty levels the exam will measure.
However, this table has not been shared with the public in detail because it is important to
maintain the security and impartiality of the test.
The SAT is generally considered a norm-referenced assessment. Norm-referenced assessment
compares student performance with other test takers (other students in the same group). This
helps students get a ranking and get an idea of how they are performing relative to others.

SAT scores are generally calculated based on the performance of other students taking the test on
a particular testing date. For example, a student's score of 650 in the mathematics section is
determined by his/her place among other students who took the same test.

This normative assessment allows students' performance to be evaluated relative to the general
student population. For this reason, SAT scores are often presented with a percentile ranking. For
example, if a student ranks in the 75th percentile in math, that means that student performed
better than 75% of the other test takers.

5. Provide your opinions about the test by comparing and contrasting by the national form
of the same test. What are the similarities and differences?

The SAT (Scholastic Assessment Test) and YKS (Yükseköğretim Kurumları Sınavı) are
standardized tests used for university admissions, but they are associated with different education
systems. The SAT is commonly used in the United States, while the YKS is specific to Turkey.
Here's a comparison and contrast of the two exams:
Similarities:
1. Purpose:
• Both SAT and YKS serve as standardized assessments for university admissions. They are
designed to evaluate students' academic readiness for higher education.
2. Sections:
• Both exams consist of multiple sections that assess various skills such as mathematics,
language, and critical thinking. However, the specific content and structure of these sections may
differ.
3. Scoring:
• Both tests use a scoring system to evaluate the performance of students. Higher scores
generally indicate better academic preparedness.
4. Importance:
• Success in both exams is often a crucial factor for gaining admission to universities. Higher
scores can enhance a student's chances of being accepted into their desired programs.
5. Both the SAT and YKS are college admissions tests, administered primarily to high school
students.
6. They are standardized tests designed to assess a student's abilities and knowledge in various
academic areas.
7. Both tests are administered and scored by the CollegeBoard.

Differences:
1. Geographical Scope:
• The SAT is primarily used in the United States and is widely accepted by American
universities. YKS, on the other hand, is specific to Turkey and is used for admissions to Turkish
universities.
2. Content and Structure:
• While both exams assess similar skills, the content and structure of the sections differ. For
example, theSAT includes sections like Evidence-Based Reading and Writing, Math, and an
optional Essay, whereasYKS consists of three main exams: TYT (TurkishLanguage and
Literature), AYT (Quantitative andVerbal Skills), and YDT (Foreign Language).
3. Language:
• The SAT is administered in English, and proficiency in the English language is crucial for
success. YKS is administered in Turkish, emphasizing proficiency in the Turkish language.
4. Admission Systems:
• The SAT is used in conjunction with other application materials in the holistic admissions
process common in the U.S. In Turkey, YKS results are often the primary factor in university
admissions, and different programs may have varying minimum score requirements.
5. Cultural Context:
• YKS is designed to be culturally relevant to theTurkish education system and reflects the
specific curriculum and academic expectations in Turkey. The SAT, being an American test,
may include cultural references that could be unfamiliar to international students.
6. Frequency and Timing:
• The SAT is administered several times a year, allowing students to choose when to take the test
based on their preparation schedule. YKS, on the other hand, is typically held once a year.
In summary, while the SAT and YKS serve a similar purpose in assessing students for university
admissions, they differ in terms of their geographical application, content, language, and the
overall educational systems they are associated with. Students considering higher education in
the U.S. would generally focus on the SAT, while those in Turkey would prepare for the YKS.

6. How do you judge the suitability of SAT exam itemtypes with the assessment purposes
and learning objectives of this test?

1. To judge the suitability of SAT exam item types, it is essential to understand the purpose and
objectives of the assessment. The test aims to measure the knowledge, reasoning, and critical
thinking skills of the students.
Different SAT exam item types have different focuses. Here is a breakdown of how they can
align with the assessment objectives:
• Reading Comprehension: Assesses the ability to understand, interpret, and use textual
information to answer questions. It is important for students to understand complex ideas,
analyze data, and make logical inferences.
• Writing and Language: Evaluates the ability to use written language effectively to convey
information, explore ideas, and express personal opinions. Thisitem type aligns with the
objectives of the test, as it assesses the critical thinking, analytical, and reasoning skills of the
students.
• Mathematics: Tests the student's mathematical problem-solving skills, including quantitative
reasoning, number sense, and algebra skills. It aligns with the objectives of the test as it assesses
the knowledge and reasoning skills of the students.
• Science: Evaluates the student's ability to analyze and interpret scientific information, as well
as their ability to construct logical explanations and make scientific predictions. It aligns with the
objectives of the test, as it assesses the knowledge, reasoning, and critical thinking skills of the
students.
2. The assessment design should ensure a balanced distribution of SAT exam item types to
reflect the assessment objectives and provide opportunities for students to demonstrate their
understanding and skills in different subject areas.
3. The selection of SAT exam item types should be guided by research and best practices in test
design, which suggest that a combination of traditional and advanced item types is more
effective than using only one type.
Also, to judge the suitability of item types with the assessment purposes and learning objectives
of the SAT, and to evaluate the SAT in terms of its fitness with the construct it is assumed to
assess, several aspects need to be considered:

1. Alignment with Learning Objectives:

• Examine whether the item types align with the stated learning objectives of the SAT. The test is
designed to assess critical reading, writing, and mathematical skills, so item types should
effectively measure these areas.
2. Cognitive Complexity:
• Evaluate whether the item types reflect the cognitive complexity associated with the intended
learning outcomes. The SAT aims to assess higher-order thinking skills, so item types should go
beyond simple recall and address skills such as analysis, synthesis, and problem-solving.
3. Content Validity:
• Assess the content validity of the item types by ensuring they cover the breadth and depth of
the subject matter relevant to college readiness. The Items should be representative of the
knowledge and skills required for success in higher education.
4. Relevance to College Success:
• Consider whether the item types are reflective of the skills and knowledge that are essential for
success in college. The SAT is intended to serve as a predictor of college readiness, so the item
types should be closely tied to the academic demands of higher education.
5. Fairness and Inclusivity:
• Evaluate the fairness and inclusivity of the item types. Ensure that they do not
disproportionately advantage or disadvantage specific groups based on factors such as socio-
economic status, cultural background, or gender.
6. Diversity of Item Types:
• Consider the variety of item types used in the SAT. The inclusion of different formats, such as
multiple-choice questions, short answer responses, andessays, can provide a more
comprehensive assessment of a student's abilities.
7. Real-World Relevance:
• Assess whether the item types reflect real-world scenarios and applications. The SAT aims to
measure skills that are not only academically relevant but also applicable in practical situations.
8. Predictive Validity:
• Evaluate the extent to which the item types predict a student's success in college. The predictive
validity of the SAT is a crucial aspect, and ongoing research is often conducted to assess the
correlation betweenSAT scores and college performance.
9. Feedback Mechanisms:
• Consider the feedback mechanisms provided for each item type. Effective feedback can inform
students about their strengths and areas for improvement, contributing to the learning process.
10. Continuous Improvement:
• Assess whether the SAT undergoes continuous improvement based on feedback, research
findings, and changes in educational practices. Regularupdates to the test can help ensure its
ongoing relevance and effectiveness.
11. Impact on Test-Takers:
• Consider the potential impact of the test on test-takers, including stress and anxiety levels.
Striking a balance between challenging items and a supportive testing environment contributes to
a fair and effective assessment.
12. Optional Essay Section:
• Evaluate the effectiveness and relevance of the optional essay section in assessing a student's
ability to analyze and construct arguments. Considerwhether this section adds meaningful value
to the overall assessment.

In conclusion, to determine the suitability of SAT exam item types for a specific assessment, it is
essential to consider the purpose and objectives of the assessment and align the SAT exam item
types with these objectives. The test design should aim for a balanced distribution of SAT exam
item types to ensure that students have opportunities to demonstrate their understanding and
skills in different subject areas. Insummary, judging the suitability of item types and evaluating
the fitness of the SAT with its intended construct involves a comprehensive analysis of the test's
alignment with learning objectives, fairness, relevance, and continuous improvement efforts.
Ongoing research and consideration of feedback from stakeholders are essential components of
this evaluation process.

a) Have you realized some problematic aspects? If so, what are they?
The SAT has been a subject of criticism and debate, and various stakeholders have raised
concerns about certain aspects of the test. Some of the problematic aspects associated with the
SAT include:
1. Socioeconomic Bias:
• Critics argue that the SAT may have inherent biases that disadvantaged students from lower
socioeconomic backgrounds. Research has suggested a correlation between family income
andSAT scores, raising questions about the fairness of the test for all demographic groups.
2. Cultural Bias:
• The SAT has faced criticism for potential cultural bias in its content and structure. Some argue
that questions may be more familiar or accessible to certain cultural groups, putting others at a
disadvantage.
3. Predictive Validity:
• While the SAT is designed to predict college success, some studies have questioned the
strength of this predictive validity. High school GPA has been suggested as a potentially better
predictor of college performance.
4. Test-Prep Disparities:
• Concerns have been raised about the impact of test preparation on SAT scores. Students who
can afford test preparation resources may have an advantage over those who cannot, leading to
inequalities in performance.
5. Optional Essay Section:
• The optional essay section has been criticized for its limited impact on admissions decisions.
Some argue that this section might not be a meaningful measure of a student's writing ability, as
it is optional and its relevance is debated.
6. Stress and Anxiety:
• The high stakes associated with standardized testing, including the SAT, can contribute to
stress and anxiety among students. Critics argue that this pressure may not accurately reflect a
student's true potential or readiness for college.
7. Test-Optional Movements:
• A growing number of colleges and universities have adopted test-optional policies, allowing
applicants to choose whether to submit SAT scores. This Movement suggests a recognition that
standardized test scores may not be the most equitable or reliable measure of a student's
capabilities.
8. Limited Scope of Assessment:
• The SAT primarily focuses on reading, writing, and math skills. Critics argue that this narrow
focus may not capture the full range of talents and abilities that students bring to the table,
potentially overlooking important aspects of college readiness.
9. Evolution of College Admissions:
• The changing landscape of college admissions has led some institutions to reconsider the
emphasis placed on standardized tests. This shift reflects ongoing debates about the role and
value of standardized testing in the overall evaluation of student potential.
10. Accessibility:
• While efforts have been made to make the SAT accessible, concerns persist about the equitable
access to test preparation resources and accommodations for students with disabilities.
It's important to note that opinions on the SAT can vary, and ongoing discussions within the
education community continue to shape the role of standardized testing in college admissions.
Many of these concerns have contributed to the test-optional movement and ongoing efforts to
reassess the fairness and effectiveness of standardized tests in evaluating student readiness for
college.

b) What do you think about the current form of the test, is it the best form to assess the related
construct?
Yes, I believe that the current form of the SAT is effective in assessing the relevant constructs. It
includes traditional item types, advanced item types, and extended responses, whichallow the test
to measure different aspects of a student's cognitive abilities. Additionally, the test adapts to the
students' changing responses and can identify their areas of strength and weakness.
However, there is always room for improvement, and some areas of focus could include:
• Ensuring cultural and linguistic relevance: As mentioned earlier, incorporating culturally
diverse content and questions into the SAT item types can enhance its validity and reliability as a
test of critical thinking, problem-solving, and reasoning skills.
• Continuously refining and enhancing the test items: By continuously monitoring the
performance of the SAT and analyzing the test items' effectiveness, the College Board can make
data-driven decisions to refine and enhance the test items, ensuring that they accurately measure
the complex cognitive skills being assessed.
• Developing effective assessment tools: Incorporating innovative and interactive assessment
tools into the SAT item types can help engage test-takers and challenge their problem-solving
and reasoning skills, leading to more accurate assessments of these complex skills.
Overall, while the current form of the SAT is effective in assessing the constructs of interest,
ongoing refinement and improvement are necessary to maintain its validity and reliability as a
tool for evaluating students' cognitive abilities.

c) What developments can you offer to test developers?

In terms of testing innovation, there are several developments that can be beneficial for test
developers, such as:
• Artificial Intelligence (AI) and Machine Learning (ML): Integrating AI and ML technologies
into test development can help identify and analyze patterns in students' responses, allowing test
developers to refine and improve their test items.
• Computer-Adaptive Testing (CAT): By using CAT technology, test developers can customize
test questions and pacing to suit individual students' performance levels, resulting in more
accurate and reliable assessments of their cognitive abilities.
• Implementation of Response Theory (RT): ResponseTheory, which examines the psychological
and biological factors that influence the process of human response production, can be
incorporated into test development to better understand the relationship between student
responses and the underlying constructs being assessed.
• Regular Systematic Updates: Maintaining a continuous and systematic process for updating the
SAT's content, structure, and administration procedures can ensure that the test remains valid,
reliable, and responsive to advancements in cognitive assessment technology and theory.
In conclusion, continuous improvement and innovation are essential for ensuring the validity and
reliability of cognitive ability assessments like the SAT. By incorporating the latest
advancements in AI, ML, and assessment methodology, test developers can create more accurate
and reliable tools for evaluating students' cognitive abilities and meeting the diverse educational
needs of the 21st century.

7. What other information did you obtain about the test development process in general?
What are your reflections?

As a student who has taken YKS, although their aims are in the same direction, they differ in
terms of content and difficulty. The diversity of SAT's question types can be considered an
advantage for students. YKS, which contains only multiple choice questions, not only measures
students' abilities at a limited level, but also makes it more difficult and misleads beyond
evaluating the achievements in the curriculum; In my opinion, it does not provide a fair and
accurate measurement.

In addition to what is visible in both exams, it imposes high levels of anxiety and stress on
students, and ignores differences by subjecting students whose socioeconomic levels are not the
same to the same exam.

Speaking specifically about YKS, one of these exams that are open to improvement, it is in a
difficult position to improve with its questions that never remain at a stable level and its
curriculum that is frequently changed. At the same time, students' study systems and quality of
education do not fully enable them to succeed in such an exam.

As a result, in the comparison we reached based on the information we obtained, we see that
there are different exams that Turkish students and American students must pass. The biggest
common point of students who have traveled the same path in different tracks is that they deeply
feel the differences within the country, the basic quality of the education they receive varies from
region to region, and in addition, and the most difficult part is, the psychological war they wage.
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What is the Sat? A complete overview: BestColleges. BestColleges.com. (2022, August

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YÖK - English Higher Education Institutions Exam (YKS). (n.d.). Www.yok.gov.tr.

https://www.yok.gov.tr/en/Sayfalar/news/2022/higher-education-institutions-exam-

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Bachelor. (n.d.). Eurydice.eacea.ec.europa.eu. Retrieved December 10, 2023, from

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Esma Ulaş

Edanur Uçkun

Tuana Savaş

A. Ceren Yıldız