今年所有的NEW SAT考试报告

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BY PRINCETONREVIEW

The December 3, 2005 SAT

http://www.princetonreview.com/c ... YPE=NEW-SAT-REPORTS

The Princeton Review would like to give you the inside scoop on the test. As you may know, The Princeton Review carefully monitors every SAT so that we can provide students with the most up-to-date guidance and information on the test. We thought that you might be interested in what we observed about this latest SAT administration.

We have detailed information on four form codes administered on December 3, 2005: AEBJ, AEOQ, BYBJ, and BYOQ. These tests comprised the same multiple choice/student-response sections but in different orders.

Form BJ OQ  
Section 1  ESSAY ESSAY
Section 2  MATH 20q (PS) MATH 18q (PS/GI)
Section 3  EXPERIMENTAL READING 25q (Two Single Passages)
Section 4  READING 24q (Single Passage) WRITING 35q
Section 5  MATH 18q (PS/GI) EXPERIMENTAL
Section 6  WRITING 35q MATH 20q (PS)
Section 7  READING 25q (Two Single Passages) READING 24q (Single Passage)
Section 8  MATH 16q READING 18q (Dual Passage)
Section 9  READING 18q (Dual Passage) MATH 16q
Section 10  WRITING 14q WRITING 14q


Writing Highlights:   
As our students have come to expect, most of the Error IDs and Improving Sentence questions tested verb or pronoun errors and general sentence construction. ETS featured a greater number and variety of questions testing parallelism, including a few questions that required fixing a comparison. Other errors included verb tense, pronoun ambiguity, misplaced modifiers and subject-verb agreement. In the hardest Error IDs, ETS tested errors not often picked up by your ear.

Reading Highlights:  
The sentence completions on this test were also pretty traditional. The vocabulary in these questions was often more difficult than appears in ETS published Official Study Guide for the New SAT. Even though the language on all of the passages tended to be clear, some of the reading material was dull which made them tedious to read. Some wrong answers were rather obviously wrong, either because the passage never stated the information, or because they weren抰 the point. The topics on the long passages included a narrative, a personal essay, a science passage, and a dual passage.

Math Highlights:  
Students should have felt comfortable with most of questions on the math section. Algebra and geometry questions were plentiful. Substituting a number of your own for variables answer choices could be used to solve a third of math questions. The test featured questions testing translation, averages, percents, and ratios. There were a number of geometry problems that tested circumference, perimeter, area, volume, and angle rules in triangles. There were also a few questions that tested the f(x) notation. Other questions included reading charts, solving for absolute value, and using exponent rules.

[ Last edited by sandyluox on 2005-12-22 at 17:18 ]

sandyluoxUID: 2138677

NOV 5TH

Form BI OR  
Section 1  ESSAY ESSAY
Section 2  WRITING 35q READING 24q (Two Single Passages)
Section 3  READING 24q (Single Passage) MATH 20q (PS)
Section 4  MATH 18q (PS/GI) WRITING 35q
Section 5  READING 24q (Two Single Passages) MATH 18q (PS/GI)
Section 6  EXPERIMENTAL READING 24q (Single Passage)
Section 7  MATH 20q (PS) EXPERIMENTAL
Section 8  READING 19q (Dual Passage) MATH 16q
Section 9  MATH 16q READING 19q (Dual Passage)
Section 10  WRITING 14q WRITING 14q


Writing Highlights:  
As students have come to expect, most of the Error IDs and Improving Sentence questions tested verb or pronoun errors and general sentence construction. ETS featured a number of questions where the error came down to a misused comma or semi-colon, thereby creating a run-on or fragment. Other errors included verb tense, pronoun ambiguity, misplaced modifiers and subject-verb agreement. In the hardest Error IDs, ETS tested errors not often picked up by your ear such as pronoun and noun agreement.

Reading Highlights:  
The sentence completions on this test were also pretty traditional. The vocabulary in these questions was often less difficult than what students saw on earlier administrations of the SAT. Although difficult words appeared in the easy and medium answer choices, these were not necessarily the right answers. Even though the language on all of the passages tended to be clear, some of the passages discussed abstract ideas, which made them hard to read. However, Process of Elimination was a great tool even on these tougher reading passages. Most wrong answers were rather obviously wrong, either because the passage never stated the information, or because they weren抰 the point.

Math Highlights:  
Students should have felt comfortable with most of questions on the math section. Algebra and geometry questions were plentiful. The test featured traditional questions testing translation, averages, percents, and ratios. There were few geometry problems; these tested circumference, perimeter, area and special right triangles. There were also a few questions that tested the f(x) notation. Other questions included reading charts, solving for absolute value, and using exponent rules. We hope students remembered to skip around to find easier questions when they were presented with something they found challenging. There were many questions at the end of sections that were much easier than is typical and could have provided the necessary points to hit target scores.

sandyluoxUID: 2138677

The October 8, 2005 SAT


The Princeton Review would like to give you the inside scoop on this month administration of the SAT Reasoning Test. As you may know, The Princeton Review carefully monitors every SAT so that we can provide students with the most up-to-date guidance and information on the test. We thought that you might be interested in what we observed about this latest SAT administration.

We have detailed information on four form codes administered on October 8, 2005: AEBH, AEOS, BWBH, and BWOS. These tests comprised the same multiple choice/student-response sections but in different orders.

Form BH  OS  
Section 1  ESSAY ESSAY
Section 2  MATH 20q (PS) READING 24q (Dual Passage)
Section 3  READING 24q (Two Single Passages) MATH 18q (PS/GI)
Section 4  EXPERIMENTAL READING 24q (Two Single Passages)
Section 5  WRITING 35q MATH 20q (PS)
Section 6  MATH 18q (PS/GI) WRITING 35q
Section 7  READING 24q (Dual Passage) EXPERIMENTAL
Section 8  MATH 16q READING 19q (Single Passage)
Section 9  READING 19q (Single Passage) MATH 16q
Section 10  WRITING 14q WRITING 14q


Writing Highlights:  
As has been the case in all the released SAT tests, many of the Error IDs and Improving Sentence questions tested verb or pronoun errors and general sentence construction. Writing questions featured some of ETS favorite tricks, such as misusing punctuation to create run-on sentences or fragments and separating subjects from verbs with lots of extra words to distract you. Other errors included verb tense, pronoun ambiguity, misplaced modifiers, and subject-verb agreement.

Reading Highlights:  
The sentence completions on this test were also pretty traditional. The vocabulary in these questions was often less difficult than what some students may have seen on other sample tests. Although the language on all of the reading passages tended to be clear, some of the passages discussed abstract ideas, which made them hard to read. However, Process of Elimination was a great tool even on these tougher reading passages. Most wrong answers followed traditional patterns in that they were rather obviously wrong, either because the passage never stated the information, or because they weren the point.

Math Highlights:  
If they had taken some practice SATs before this test, students should have felt comfortable with most of questions on the math section. Algebra and geometry questions were plentiful. The test featured traditional questions testing translation, averages, percents and ratios. As is expected on the SAT, there were also a few questions that tested the f(x) notation. Other questions included reading charts, solving for absolute value, and using exponent rules. We hope students remembered to skip around to find easier questions when they were presented with something they found challenging.

sandyluoxUID: 2138677

The June 4, 2005 SAT


The Princeton Review would like to give you the inside scoop on the June 2005 SAT administration. As you may know, The Princeton Review carefully monitors every SAT so that we can provide students with the most up-to-date guidance and information on the test. We thought that you might be interested in what we observed.

We have detailed information on six form codes administered on June 4, 2005: AEBE, AEBF, AEBG, BWBE, BWBF and BWBG. These tests comprised three different sets of multiple choice/grid-in sections and essays.

Form BE  BF  BG
Section 1  ESSAY ESSAY ESSAY
Section 2  READING 24q (Single Passage) EXPERIMENTAL EXPERIMENTAL
Section 3  MATH 20q (PS) READING 24q (Single & Dual Passage) READING 24q (Two Single Passages)
Section 4  READING 25q (Single & Dual Passage) MATH 20q (PS) MATH 20q (PS)
Section 5  EXPERIMENTAL WRITING 35q WRITING 35q
Section 6  MATH 18q (PS/GI) MATH 18q (PS/GI) MATH 18q (PS/GI)
Section 7  WRITING 35q READING 24q (Single Passage) READING 24q (Dual Passage)
Section 8  READING 18q (Single Passage) MATH 16q MATH 16q
Section 9  MATH 16q READING 19q (Single Passage) READING 19q (Single Passage)
Section 10  WRITING 14q WRITING 14q WRITING 14q


Writing Highlights:  
Test-takers saw at least two different essay prompts. The AE forms asked students if memories hinder or help people in their efforts to succeed in the present. The BW forms asked students to discuss whether people put too much emphasis on learning practical skills. The grammar sections of both tests were very similar to the old SAT II Writing tests. Most of these questions tested verb or pronoun errors and general sentence construction. There were a number of idiom and conjunction errors and an occasional question on a difficult verb tense.

Reading Highlights:  
Most of the sentence completions gave a clear context to figure out the missing word. The reading on both tests was varied in both style and language, and the questions tended to focus on inference and purpose. The topics on Form BE, included passages about art, space research, Japanese poetry, and a dual passage on a popular American myth. On Form BF, the topics on the long passages included passages on civil rights, literacy, animal communication, and a dual passage on a historical figure. Topics on Form BG included a narrative passage about a Chinese girl, linguistics, neuropsychology, and a dual passage on travel.

Math Highlights:  
The overwhelming majority of questions on the math sections of these tests shouldn抰 have surprised students. Algebra and geometry questions were plentiful, comprising about 75% of the tests. Both tests featured traditional questions testing translation, averages, percents, and ratios. There were a number of geometry problems; these tested circumference, perimeter, area and graphs. There were few 搉ew?math questions. These included three questions that tested the f(x) notation. One of these questions could be graphed into a calculator. We hope students remembered to skip around to find easier questions when they were presented with something they found challenging.

sandyluoxUID: 2138677

The May 7, 2005 SAT


As you may know, The Princeton Review carefully monitors every SAT so that we can provide students with the most up-to-date guidance and information on the test. We thought that you might be interested in what we observed about this latest administration.

We have detailed information on six form codes administered on May 7, 2005: AEBB, AEBC, BWBB, and BWBC. These tests comprised two different sets of multiple choice/grid-in sections and essays. There were also two form codes ending in BD, which contained the same scored sections as Form BB, but in a different order.

Form BB  BC  BD
Section 1  ESSAY ESSAY ESSAY
Section 2  MATH 20q (PS) MATH 20 q (PS) READING 25q (Single Passage)
Section 3  EXPERIMENTAL EXPERIMENTAL MATH 20q (PS)  
Section 4  READING 25q (Single Passage) READING 24q (Dual Passage) EXPERIMENTAL
Section 5  WRITING 35q  WRITING 35q READING 23q (2 Single Passages)
Section 6  MATH 18q (PS/GI) MATH 18q (PS/GI) MATH 18q (PS/GI)
Section 7  READING 23q (2 Single Passages) READING 24q (2 Single Passages) WRITING 35q
Section 8  READING 19q (Dual Passage) READING 19q (Single Passage) READING 19q (Single Passage)
Section 9  MATH 16q MATH 16q MATH 16q
Section 10  WRITING 14q WRITING 14q WRITING 14q


Writing Highlights:  
Test-takers saw two different essay prompts. The BW forms asked students to discuss whether progress needs new ideas and new people. The AE forms asked students if the work we do dictates how we spend our time. The grammar sections of both tests were very similar to the old SAT II Writing tests. Most of these questions tested verb or pronoun errors and general sentence construction. There were a number of subtle idiom and comparison errors and an occasional question on a difficult verb tense.

Reading Highlights:  
Most of the sentence completions gave a clear context to figure out the missing word. The reading on both tests was varied in both style and language, and the questions tended to focus on inference and purpose. Both test forms?reading passages included the expected array of subject types, including narrative, science, literature, and history topics.

Math Highlights:  
The overwhelming majority of questions on the math sections of these tests should have surprised students. Algebra and geometry questions were plentiful, comprising about 70% of the tests. Both tests featured traditional questions testing translation, averages, percents, and ratios. There were a number of geometry problems; these tested circumference, perimeter, area and graphs. There were few  math?questions. These included three questions that tested the f(x) notation. One of these questions could be graphed into a calculator. We hope students remembered to skip around to find easier questions when they were presented with something they found challenging.

sandyluoxUID: 2138677

The March 12, 2005 SAT


The Princeton Review would like to give you the inside scoop on the March 2005 New SAT. As you may know, The Princeton Review carefully monitors every SAT so that we can provide students with the most up-to-date guidance and information on the test. We thought that you might be interested in what we observed about this, the first administration of the new SAT.

We have detailed information on four form codes administered on March 12, 2005: AEBA, AEOZ, BWBA, and BWOZ. These tests comprised the same multiple choice/student-response sections but in different orders.

Form BA  OZ  
Section 1  ESSAY ESSAY
Section 2  MATH 18q (PS/GI) READING 25q (Single Passage)
Section 3  WRITING 35q MATH 18q (PS/GI)
Section 4  READING 23q (Single Passage/Dual Passage) WRITING 35q
Section 5  MATH 20q (PS) READING 23q (Single Passage/Dual Passage)
Section 6  READING 25q (Single Passage) MATH 20q (PS)
Section 7  EXPERIMENTAL EXPERIMENTAL
Section 8  MATH 16q READING 19q (Single Passage)
Section 9  READING 19q (Single Passage) MATH 16q
Section 10  WRITING 14q WRITING 14q


Writing Highlights:  
Test-takers saw two different essay prompts: one asked students to discuss whether creativity is more important today than ever before, and the other about whether majority opinion is a poor guide. The grammar sections of the test were very similar to the old SAT II Writing tests. Most of these questions tested verb or pronoun errors and general sentence construction. There were few tricky idiom errors and almost no difficult verb tenses.

Reading Highlights:  
The sentence completions on this test were also much as they had been on the old test. There were an equal number of one-blank and two-blank sentences. The vocabulary in these questions was often less difficult than what students saw on the practice tests in ETS?Official Guide to the SAT. Students could also use word roots to help narrow down the answer choices. The reading on this test was varied in both style and language. The two single short passages discussed the discovery of the Incan city of Machu Picchu, and the accomplishments of Duke Ellington. The short dual passage contrasted recycling. The topics on the long passages included a narrative of a sad widow, a personal essay about a Hmong family, an academic article about theatre restoration, and a dual passage reviewing the pros and cons of human cloning. Of the 48 reading questions, 30 questions asked about inferences or the author抯 purpose.

Math Highlights:  
The overwhelming majority of questions on the math sections of this test shouldN'T have surprised test-takers. The majority of the questions were identical to ones that appeared on older tests, and were therefore what test-takers expect. Algebraic reasoning questions were plentiful. The test featured traditional questions testing translation, averages, percents, and ratios. There were few geometry problems; these tested circumference, perimeter, area, and the third side of a triangle rule. There were few math?questions dealing with Algebra II content. These included three questions that tested the f(x) notation. One of these questions could be graphed into a calculator. Other new math questions included using multiple charts, solving for absolute value, and fractional exponents.

点点阳阳UID: 2151229

看完长度就不想看了

重楼UID: 206894

我把我考的那几次都仔细看了,呵呵