Well, after the high drama of writing, the math section is pretty tame. Except the whole oh, my god, are they serious? part. Caveat: I’m assuming that the SAT is still a harder version of the PSAT, and that this is a representative test.
44 MC, 10 grid
28 MC, 10 grid
|60 MC |
40 MC, 8 grid
|1: 20 q, 25 m |
2: 18 q, 25 m
3: 16 q, 20 m
|1: 20 q, 25 m |
2: 18 q, 25 m
|1: 60 q, 60 m |
|NC: 17 q, 25 m |
Calc: 31 q, 45 m
|1: 1.25 mpq |
2: 1.38 mpq
3: 1.25 mpq
|1: 1.25 mpq |
2: 1.38 mpq
|1 mpq |
|NC: 1.47 mpq |
Calc: 1.45 mpq
|Number Operations |
Algebra & Functions
Geometry & Measurement
Data & Statistics
elem & intermed.
coord & plane
|1) Heart of Algebra
2) Passport to
3) Probability &
4) Data Analysis
It’s going to take me a while to fully process the math section. For my first go-round, I thought I’d point out the instant takeaways, and then discuss the math questions that are going to make any SAT expert sit up and take notice.
The SAT and PSAT always gave an average of 1.25 minutes for multiple choice question sections. On the 18 question section that has 10 grid-ins, giving 1.25 minutes for the 8 multiple choice questions leaves 1.5 minutes for each grid in.
That same conversion doesn’t work on the new PSAT. However, both sections have exactly 4 grid-ins, which makes a nifty linear system. Here you go, boys and girls, check my work.
The math section that doesn’t allow a calculator has 13 multiple choice questions and 4 grid-ins, and a time limit of 25 minutes. The calculator math section has 27 multiple choice questions and 4 grid-ins, and a time limit of 45 minutes.
13x + 4y = 1500
27x + 4y = 2700
Flip them around and subtract for
14x = 1200
x = 85.714 seconds, or 1.42857 minutes. Let’s round it up to 14.3
y = 96.428 seconds, or 1.607 minutes, which I shall round down to 1.6 minutes.
If–and this is a big if–the test is using a fixed average time for multiple choice and another for grid-ins, then each multiple choice question is getting a 14.4% boost in time, and each grid-in a 7% boost. But the test may be using an entirely different parameter.
In the old SAT and ACT, the questions move from easier to more difficult. The SAT and PSAT difficulty level resets for the grid-in questions. The new PSAT does not organize the problems by difficulty. Easy problems (there are only 4) are more likely to be at the beginning, but they are interlaced with medium difficulty problems. I saw only two Hard problems in the non-calculator section, both near but not at the end. The Hard problems in the calculator section are tossed throughout the second half, with the first one showing up at 15. However, the coding is inexplicable, as I’ll discuss later.
As nearly everyone has mentioned, any evaluation of the questions in the new test doesn’t lead to an easy distinction between “no calc” and “calc”. I didn’t use a calculator more than two or three times at any point in the test. However, the College Board may have knowledge about what questions kids can game with a good calculator. I know that the SAT Math 2c test is a fifteen minute endeavor if you get a series of TI-84 programs. (Note: Not a 15 minute endeavor to get the programs, but a 15 minute endeavor to take the test. And get an 800. Which is my theory as to why the results are so skewed towards 800.) So there may be a good organizing principle behind this breakdown.
That said, I’m doubtful. The only trig question on the test is categorized as “hard”. But the question is simplicity itself if the student knows any right triangle trigonometry, which is taught in geometry. But for students who don’t know any trigonometry, will a calculator help? If the answer is “no”, then why is it in this section? Worse, what if the answer is “yes”? Do not underestimate the ability of people who turned the Math 2c into a 15 minute plug and play to come up with programs to automate checks for this sort of thing.
Geometry has disappeared. Not just from the categories, either. The geometry formula box has been expanded considerably.
There are only three plane geometry questions on the test. One was actually an algebra question using the perimeter formula Another is a variation question using a trapezoid’s area. Interestingly, neither rectangle perimeter nor trapezoid formula were provided. (To reinforce an earlier point, both of these questions were in the calculator section. I don’t know why; they’re both pure algebra.)
The last geometry question really involves ratios; I simply picked the multiple choice answer that had 7 as a factor.
I could only find one coordinate geometry question, barely. Most of the other xy plane questions were analytic geometry, rather than the basic skills that you usually see regarding midpoint and distance–both of which were completely absent. Nothing on the Pythagorean Theorem, either. Freaky deaky weird.
When I wrote about the Common Core math standards, I mentioned that most of geometry had been pushed down into seventh and eighth grade. In theory, anyway. Apparently the College Board thinks that testing geometry will be too basic for a test on college-level math? Don’t know.
Don’t you love the categories? You can see which ones the makers cared about. Heart of Algebra. Passport to Advanced Math! Meanwhile, geometry and the one trig question are stuck under “Additional Topic in Math”. As opposed to the “Additional Topic in History”, I guess.
Degree of Difficulty;
I worked the new PSAT test while sitting at a Starbucks. Missed three on the no-calculator section, but two of them were careless errors due to clatter and haste. In one case I flipped a negative in a problem I didn’t even bother to write down, in the other I missed a unit conversion (have I mentioned before how measurement issues are the obsessions of petty little minds?)
The one I actually missed was a function notation problem. I’m not fully versed in function algebra and I hadn’t really thought this one through. I think I’ve seen it before on the SAT Math 2c test, which I haven’t looked at in years. Takeaway— if I’m weak on that, so are a lot of kids. I didn’t miss any on the calculator section, and I rarely used a calculator.
But oh, my lord, the problems. They aren’t just difficult. The original, pre-2005 SAT had a lot of tough questions. But those questions relied on logic and intelligence—that is, they sought out aptitude. So a classic “diamond in the rough” who hadn’t had access to advanced math could still score quite well. Meanwhile, on both the pre and post 2005 tests, kids who weren’t terribly advanced in either ability or transcript faced a test that had plenty of familiar material, with or without coaching, because the bulk of the test is arithmetic, algebra I, and geometry.
The new PSAT and, presumably, the SAT, is impossible to do unless the student has taken and understood two years of algebra. Some will push back and say oh, don’t be silly, all the linear systems work is covered in algebra I. Yeah, but kids don’t really get it then. Not even many of the top students. You need two years of algebra even as a strong student, to be able to work these problems with the speed and confidence needed to get most of these answers in the time required.
And this is the PSAT, a test that students take at the beginning of their junior year (or sophomore, in many schools), so the College Board has created a test with material that most students won’t have covered by the time they are expected to take the test. As I mentioned earlier, California alone has nearly a quarter of a million sophomores and juniors in algebra and geometry. Will the new PSAT or the SAT be able to accurately assess their actual math knowledge?
Key point: The SAT and the ACT’s ability to reflect a full range of abilities is an unacknowledged attribute of these tests. Many colleges use these tests as placement proxies, including many, if not most or all, of the public university systems.
The difficulty level I see in this new PSAT makes me wonder what the hell the organization is up to. How can the test will reveal anything meaningful about kids who a) haven’t yet taken algebra 2 or b) have taken algebra 2 but didn’t really understand it? And if David Coleman’s answer is “Those testers aren’t ready for college so they shouldn’t be taking the test” then I have deep doubts that David Coleman understands the market for college admissions tests.
Of course, it’s also possible that the SAT will yield the same range of scores and abilities despite being considerably harder. I don’t do psychometrics.
Here’s the function question I missed. I think I get it now. I don’t generally cover this degree of complexity in Precalc, much less algebra 2. I suspect this type of question will be the sort covered in new SAT test prep courses.
These two are fairly complicated quadratic questions. The question on the left reveals that the SAT is moving into new territory; previously, SAT never expected testers to factor a quadratic unless a=1. Notice too how it uses the term “divisible by x” rather than the more common term, “x is a factor”. While all students know that “2 is a factor of 6” is the same as “6 is divisible by 2”, it’s not a completely intuitive leap to think of variable factors in the same way. That’s why we cover the concept–usually in late algebra 2, but much more likely in pre-calc. That’s when synthetic division/substitution is covered–as I write in that piece, I’m considered unusual for introducing “division” of this form so early in the math cycle.
The question on the right is a harder version of an SAT classic misdirection. The test question doesn’t appear to give enough information, until you realize it’s not asking you to identify the equation and solve for a, b, and c–just plug in the point and yield a new relationship between the variables. But these questions always used to show up in linear equations, not quadratics.
That’s the big news: the new PSAT is pushing quadratic fluency in a big way.
Here, the student is expected to find the factors of 1890:
This is a quadratic system. I don’t usually teach these until Pre-Calc, but then my algebra 2 classes are basically algebra one on steroids. I’m not alone in this.
No doubt there’s a way to game this problem with the answer choices that I’m missing, but to solve this in the forward fashion you either have to use the quadratic formula or, as I said, find all the factors of 1890, which is exactly what the answer document suggests. I know of no standardized test that requires knowledge of the quadratic formula. The old school GRE never did; the new one might (I don’t coach it anymore). The GMAT does not require knowledge of the quadratic formula. It’s possible that the CATs push a quadratic formula question to differentiate at the 800 level, but I’ve never heard of it. The ACT has not ever required knowledge of the quadratic formula. I’ve taught for Kaplan and other test prep companies, and the quadratic formula is not covered in most test prep curricula.
Here’s one of the inexplicable difficulty codings I mentioned–this is coded as of Medium difficulty.
As big a deal as that is, this one’s even more of a shock: a quadratic and linear system.
The answer document suggests putting the quadratic into vertex form, then plugging in the point and solving for a. I solved it with a linear system. Either way, after solving the quadratic you find the equation of the line and set them equal to each other to solve. I am….stunned. Notice it’s not a multiple choice question, so no plug and play.
Then, a negative 16 problem–except it uses meters, not feet. That’s just plain mean.
Notice that the problem gives three complicated equations. However, those who know the basic algorithm (h(t)=-4.9t2 + v0 + s0) can completely ignore the equations and solve a fairly easy problem. Those who don’t know the basic algorithm will have to figure out how to coordinate the equations to solve the problem, which is much more difficult. So this problem represents dramatically different levels of difficulty based on whether or not the student has been taught the algorithm. And in that case, the problem is quite straightforward, so should be coded as of Medium difficulty. But no, it’s tagged as Hard. As is this extremely simple graph interpretation problem. I’m confused.
Recall: if the College Board keeps the traditional practice, the SAT will be more difficult.
So this piece is long enough. I have some thoughts–rather, questions–on what on earth the College Board’s intentions are, but that’s for another test.
tl;dr Testers will get a little more time to work much harder problems. Geometry has disappeared almost entirely. Quadratics beefed up to the point of requiring a steroids test. Inexplicable “calc/no calc” categorization. College Board didn’t rip off the ACT math section. If the new PSAT is any indication, I do not see how the SAT can be used by the same population for the same purpose unless the CB does very clever things with the grading scale.