Download College Admissions for the 21st Century by Robert J. Sternberg PDF

By Robert J. Sternberg

SATs, ACTs, GPAs. we all know that those ratings can’t inform a school every little thing that’s vital approximately an applicant. yet what else should still admissions officials search for, and the way can they understand it after they see it? In university Admissions for the twenty first Century a number one researcher on intelligence and creativity bargains a daring and useful method of university admissions trying out. Standardized assessments are measures of reminiscence and analytical abilities. however the ever-changing worldwide society past a faculty campus wishes greater than simply these features, argues Robert Sternberg. Tomorrow’s leaders and electorate additionally desire creativity, practicality, and knowledge. How can the possibility of these complicated characteristics be measured? One solution is “Kaleidoscope,” a brand new initiative in undergraduate admissions, first used at Tufts college. Its open-ended questions for candidates, and the ability used to attain the solutions, supplies candidates and admissions officials the opportunity to move past standardized exams. Does it paintings? As Sternberg describes intimately, Kaleidoscope measures anticipated first-year educational good fortune, over and above SATs and highschool GPAs, and anticipated first-year extracurricular actions, management, and lively citizenship to boot. and each 12 months that Kaleidoscope measures have been used, the getting into class’s regular SATs and highschool GPAs went up too. What labored at Tufts can paintings in other places. New different types of exams, like Kaleidoscope, can unlock many schools and scholars from the narrowness of standardized assessments and encourage new ways to instructing for brand spanking new different types of proficient, influenced voters of the realm.

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But other superstitions 22 COLLEGE ADMISSIONS AND TESTING have serious consequences. As a result of our overuse of testing, many students never get a chance to show what they could do if only they were given the opportunity. So students who do not fit the particular mold that the tests create suffer as a result of our certainty that the test results mean much more than they do. I have experienced the effects of such superstitions personally. When I was young, I did poorly on IQ tests. I would like to believe that this was because of test anxiety, but who can say for sure?

Enacted, (b) passed . . became, (c) discussed . . accepted, (d) disputed . . nullified. Passage-based reading, by contrast, measures one’s ability to read a long passage and understand and analyze it. And the critical reading section assesses the student’s understanding of vocabulary in context, literal comprehension, and ability to engage in extended reasoning that goes beyond simply remembering what one has read. In some sections, test takers may be asked to compare two passages. Content generally covers the natural sciences, social sciences, humanities, the arts, and personal narratives.

7 The ACT was created as a competitor to the SAT by Everett Lindquist, and was first used in the fall of 1959. It supposedly measures achievement more directly than does the SAT, but in fact the SAT subject matter tests are even more direct measures of achievement than is the ACT. The ACT, traditionally, has consisted of four subtests: English, mathematics, reading, and science reasoning. It also now includes an optional writing test. Scores range from 1 to 36 on each of the subtests as well as for the overall composite score, which is an average of the other tests.

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