SAT® SUITE OF ASSESSMENTS

Teacher
Implementation
Guide
 Contributions
Jim Patterson | Lead author and editor; Reading and Writing content development
Rashida Savage | Coeditor
Dona Carling, Tiffany Ellison, Juliette Cabrera, Sonia Wilson | Additional Math
content development
Carly Bonar, Amanda Groves, Michael Kirpes | Additional digital SAT Essay
content development
Special thanks to Rinav C. Mehta, Central Piedmont Community College,
and Lindsey Gallas, Math Medic, for their feedback on Math section skill-
building strategies

About College Board

College Board reaches more than 7 million students a year, helping them
navigate the path from high school to college and career. Our not-for-profit
membership organization was founded more than 120 years ago. We pioneered
programs like the SAT® and AP® to expand opportunities for students and help
them develop the skills they need. Our BigFuture® program helps students plan
for college, pay for college, and explore careers. Learn more at cb.org.
Suggested citation: College Board. 2023. Digital SAT Suite of Assessments
Teacher Implementation Guide. New York: College Board.

© 2023 College Board. College Board, Advanced Placement, AP, BigFuture, Pre-AP, SAT, SpringBoard,
and the acorn logo are registered trademarks of College Board. PSAT/NMSQT is a registered trademark
of College Board and National Merit Scholarship Corporation. Bluebook, PSAT, Skills Insight, Student
Search Service, and The Official Digital SAT Study Guide are trademarks of College Board. National
Merit is a federally registered service mark of National Merit Scholarship Corporation. Khan Academy
is a registered trademark in the United States and other jurisdictions. Desmos and related trademarks
are property of Desmos Studio PBC. All other marks are the property of their respective owners.
“Let There Be Dark” by Paul Bogard, which was originally published December 21, 2012, in the Los
Angeles Times, is ©2012 Paul Bogard. Used with permission.

ii SAT Suite of Assessments Teacher Implementation Guide

 Contents
Chapter 1: The Digital SAT Suite of Assessments
1 Overview
1 Opportunity for All
2 How the SAT Suite Works
3 The Digital SAT Suite
3 Key Features
5 Research Foundations
6 The Digital SAT Suite, You, and Your Students
6 Essential College and Career Readiness Prerequisites
7 Important Instructional Emphases
8 Question Clarity and Transparency
8 Question Authenticity
8 Practice Opportunities
9 Score Report and Insights
9 What Does This Mean for You and Your Classroom?
9 Guide Preview

Chapter 2: Getting Familiar with the Digital SAT

Suite of Assessments
10 Overview
11 Limitations on Test Use
11 Key Features
12 Multistage Adaptive Testing
14 Overall Test Specifications
15 The Features in Detail
15 Administration
15 Test Length
15 Time Per Module
15 Average Time Per Question
15 Scores Reported
15 Question Formats Used
16 Stimulus Subject Areas
16 Word Count
16 Informational Graphics
17 Text Complexity Bands
17 Variations by Testing Program

Chapter 3: Connecting Test Content and Classroom Instruction

18 Overview
19 The Reading and Writing Section
19 The Section at a Glance
20 Content Domains
22 General Instructional Strategies
24 Sample Test Questions
39 The Math Section
39 The Section at a Glance
40 Content Domains
46 General Instructional Strategies
47 Sample Test Questions

iii SAT Suite of Assessments Teacher Implementation Guide

 64 Digital SAT Essay
65 The Task at a Glance
66 Evaluation Criteria
66 General Instructional Strategies
69 Task Directions
69 Sample Task, Response, and Evaluation
70 Sample Essay Passage

Chapter 4: Scoring and the Digital SAT Suite of Assessments

74 Overview
75 Digital SAT Suite Scores
75 Vertical Scaling
76 Score Interpretation
76 Benchmarks
76 Skills Insight
77 Student Score Information
78 K-12 Reporting Portal
79 BigFuture School and Connections
79 Concordance

Chapter 5: Preparing Your Students for Success on the Digital

SAT Suite Tests
80 Overview
84 Digital SAT Suite Test-Taking Strategies
87 Now What? Making Information Work for You and Your Students

Appendix A: Instructional Strategies

88 Reading and Writing Section
90 Math Section
91 Digital SAT Essay

Appendix B: Digital SAT Essay Rubric and Sample Essays

94 Overview
97 Score Band 4
98 Sample 1
100 Score Band 3
101 Sample 2
103 Sample 3
105 Score Band 2
106 Sample 4
108 Sample 5
110 Score Band 1
111 Sample 6
113 Sample 7
115 Sample 8
116 Sample 9

Appendix C: Digital SAT Suite Detailed Skill and Knowledge

Testing Points
117 Digital SAT Suite Detailed Skill and Knowledge Testing Points

iv SAT Suite of Assessments Teacher Implementation Guide

 Tables
2 Table 1. Digital SAT Suite of Assessments Overview.
14 Table 2. Digital SAT Suite: Overall Test Specifications.
19 Table 3. Reading and Writing Section Overview.
20 Table 4. Reading and Writing Section Content Domains.
21 Table 5. Reading and Writing Section Skill/Knowledge Testing Points.
39 Table 6. Math Section Overview.
41 Table 7. Math Section Content Domains: Digital SAT.
42 Table 8. Math Section Content Domains: Digital PSAT/NMSQT
and PSAT 10.
43 Table 9. Math Section Content Domains: PSAT 8/9.
44 Table 10. Math Section Skill/Knowledge Testing Points by
Content Domain and Testing Program.
45 Table 11. Math Section Question Distribution by Testing Program.
65 Table 12. Digital SAT Essay Overview.
66 Table 13. Digital SAT Essay Content Dimensions.
74 Table 14. Digital SAT Suite Total and Scale Scores.
76 Table 15. Digital SAT Suite Benchmark Scores.
81 Table 16. Digital SAT Suite Practice Opportunities.
82 Table 17. Digital SAT Suite Test Wisdom Resources.
83 Table 18. Digital SAT Suite Skill/Knowledge Building Resources.
97 Table 19. Digital SAT Essay Rubric: Score Band 4.
100 Table 20. Digital SAT Essay Rubric: Score Band 3.
105 Table 21. Digital SAT Essay Rubric: Score Band 2.
110 Table 22. Digital SAT Essay Rubric: Score Band 1.
117 Table 23. Digital SAT Suite Reading and Writing Section
Skill/Knowledge Testing Points.
118 Table 24. Digital SAT Suite Math Section Skill/Knowledge Testing
Points: Algebra.
122 Table 25. Digital SAT Suite Math Section Skill/Knowledge Testing
Points: Advanced Math.
126 Table 26. Digital SAT Suite Math Section Skill/Knowledge Testing
Points: Problem-Solving and Data Analysis.
129 Table 27. Digital SAT Suite Math Section Skill/Knowledge Testing
Points: Geometry and Trigonometry (SAT, PSAT/NMSQT, PSAT 10) /
Geometry (PSAT 8/9).

Figures
1 Figure 1. Opportunity for All.
12 Figure 2. Digital SAT Suite Multistage Adaptive Testing Model.
75 Figure 3. Graphically depicts the total score scales of the digital SAT
Suite assessments.

v SAT Suite of Assessments Teacher Implementation Guide

Chapter
1 The Digital SAT Suite of Assessments Opportunity for All

CHAPTER 1:
The Digital SAT Suite
of Assessments

Overview
College Board was created to foster equity and excellence and to provide
students with opportunities to succeed in college and careers. Our goal is to
ensure that all students have access to resources that help them prepare for
and make a successful transition to college. In response to growing need, we
have committed to an agenda focused on propelling high school students into
opportunities they have earned—and the digital SAT® Suite of Assessments is a
major component of this agenda.

Opportunity for All

It’s the responsibility of the education community to ensure that all students
have the learning and life skills they need to meet the challenges they’ll face
after high school. To accomplish our mission in spirit and in fact, College Board
has gone beyond delivering assessment to delivering opportunity. Our primary
focus is getting students into college and career training opportunities, ensuring
they have the tools they need to successfully complete postsecondary work and
to access opportunities for the rest of their lives.

FIGURE 1. OPPORTUNITY FOR ALL.

Focused Assessments
Enabling students to concentrate on what
matters most in classroom work.

Career Tailored
Opportunity Practice
Opening futures by Strengthening
providing the skills student
and planning tools achievement
students need. with free,
focused support.

College Opportunity
Removing barriers to applying
and paying for college.

1 SAT Suite of Assessments Teacher Implementation Guide

Chapter
1 The Digital SAT Suite of Assessments How the SAT Suite Works

How the SAT Suite Works

The digital SAT Suite includes assessments at multiple grade levels, all
vertically aligned to provide you and your students with actionable feedback
about their college and career readiness from eighth grade through graduation.
College Board offers the SAT, PSAT/NMSQT®, PSAT™ 10, and PSAT™ 8/9 as
grade-appropriate assessment options for your middle school/junior high and
high school students. Combined with focused practice activities and resources
about college and career planning, the digital SAT Suite makes it easier for
students to navigate a path through high school and beyond.
Table 1 provides a high-level overview of the tests of the digital SAT Suite.

TABLE 1. DIGITAL SAT SUITE OF ASSESSMENTS OVERVIEW.

Assessment
Assessment Grade Level(s) Timing Description

SAT 11th and 12th Administrations Anchor of the digital SAT Suite of Assessments.
grades (juniors throughout the Scores indicate college and career readiness.
and seniors) school year Over 2,000 colleges and universities in every
state use SAT scores in admission decisions.

PSAT/NMSQT 10th and 11th Fall only, during The nation’s largest and most representative precollege
grades (sophomores designated assessment; most junior test takers will be eligible
and juniors) testing window to enter National Merit® Scholarship Corporation
competitions. PSAT/NMSQT opens doors for improved
instruction, identifies students who need to get back on
target for college and career readiness, expands access
to challenging coursework, and, ultimately, helps ensure
a more successful transition to college and career.

PSAT 10 10th grade Spring only, Covers the same test content as PSAT/NMSQT, offers
(sophomores) during designated flexibility in test administration as well as a check-in
testing window on student progress. Test takers are not eligible to enter
National Merit Scholarship Corporation competitions.

PSAT 8/9 8th and 9th grades Spring and fall, Entry point for establishing a baseline
during designated for college and career preparation.
testing windows

College Board strongly encourages the use of grade-appropriate assessments.

Working together, College Board assessments provide benchmarks (minimum
scores indicating whether students are on target for college and career
readiness) and consistent feedback for measuring student progress over time—
allowing teachers to accelerate students according to their level of achievement.

2 SAT Suite of Assessments Teacher Implementation Guide

Chapter
1 The Digital SAT Suite of Assessments The Digital SAT Suite

The Digital SAT Suite

The SAT Suite of Assessments is College Board’s collective term for its flagship
suite of college and career readiness testing programs and services: the SAT,
PSAT/NMSQT and PSAT 10, and PSAT 8/9. During the 2015-2016 academic
year, College Board began to transition the SAT Suite to a digital format. While
continuing to measure the skills and knowledge assessed by the paper-based
SAT Suite it replaces, the digital version of each exam is responsive to the
changing educational landscape as well as the emerging needs of students and
their families, teachers, state and district users, higher education officials, and
policymakers. Over the several years that the SAT Suite has been available in
its paper-based form, College Board has listened closely to feedback and input
from a wide range of stakeholders, carefully assessed the needs of the suite’s
users, and evaluated how best to respond. The result is the digital SAT Suite.

Key Features
Innovations introduced as part of College Board’s transition to digital testing for BORROWING A DEVICE
the SAT Suite make the tests easier to take, easier to give, more secure, and
College Board recognizes that
more relevant.
not all students have ready
Easier to take. In a number of important ways, the digital SAT Suite tests are access to an appropriate digital
easier to take than their paper-and-pencil predecessors. device on which to test. During
registration for the SAT on a
ƒ Shorter tests. The digital tests take only roughly two hours to complete weekend, students who do not
instead of the three hours of the paper-based tests.
have access to a device can
ƒ A streamlined test day. Pre- and post-test activities and administrative time submit a request to borrow
have been significantly reduced. one from College Board. See
ƒ A wide range of eligible devices. Students can take the tests on their own satsuite.collegeboard.org/
laptops (Windows or MacOS), iPads, school-managed desktops and laptops, digital/device-lending for more
and school-managed Chromebooks. information.
ƒ Focused questions. Digital test questions, while preserving the rigor of the
paper-and-pencil SAT Suite tests, are concise and focused, facilitating their
delivery on digital devices.
ƒ Bluebook™. The College Board custom-built test delivery app presents the
tests in an intuitive, fluid way, features numerous tools that all students
may elect to use, and supports a wide range of testing accommodations and
supports for students who require them.
ƒ Built-in graphing calculator. Students may opt to use either the built-in
Desmos Graphing Calculator for the Math section (only) or their own
approved calculator.

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1 The Digital SAT Suite of Assessments Key Features

Easier to give. The digital versions of the SAT Suite tests are simpler to
administer than ever before.
ƒ No more paper. Gone are the days of shipping, securing, unpacking,
distributing, collecting, and repacking test materials.
ƒ Flexible testing windows. Schools and districts can now choose testing dates
that work for them and their students instead of being restricted to a few
national test dates.
ƒ Streamlined administration. The tests themselves have fewer separately
timed sections, thereby easing administration, and exam timing is handled
by Bluebook, the test delivery app, not the proctor. The Test Day Toolkit
app created by College Board makes the remaining test administration tasks
much easier for proctors and test coordinators as well.
ƒ Robust web-based application Bluebook can withstand momentary
interruptions in device connectivity and power. Students can simply reconnect
to the test center’s Wi-Fi or plug back in, with no loss of testing time or work.
More secure. The SAT Suite tests are more secure than they’ve ever been
thanks to the transition to digital.
ƒ No more paper. The switch to digital eliminates paper handling and the
security risks associated with paper-based testing.
Š Students approved for paper-based accommodations will still be able to
take a paper linear version of the exam.
ƒ Unique but highly comparable test forms. Each student taking one of the
digital SAT Suite assessments is given a highly comparable but unique
test form. This makes cheating off one’s neighbors or with the aid of other
testers much more difficult.
ƒ A single test question per screen. Displaying only one question at a time to
students—a situation made possible by the digital app’s exclusive use of
discrete, or standalone, questions—impairs the ability of bad actors to copy
swaths of test content.
More relevant. The digital SAT Suite tests are even more useful and meaningful
than the paper-based tests they replace.
ƒ More engaging test content. The number and variety of topics in test
materials have been greatly increased thanks to the exclusive use of discrete
test questions. This means that there are many more opportunities for the
tests to represent the diversity of people, experiences, and interests in the
United States and around the world. Students also have many more chances
to encounter subjects that interest them—which is important because more
engaged test takers are likely also to be better, more confident test takers.
ƒ Faster score delivery. Instead of waiting weeks for paper score reports
to be processed and shipped, schools will have access to student score
reports online in a matter of days and will be able to distribute score
reports to students sooner. If an eligible student downloads the BigFuture
School™ mobile application, their scores will be available in the app
when score reports are distributed by schools. As always, students with
a personal College Board account may access their score information at
studentscores.collegeboard.org. For the SAT, if a student chooses to send
their scores to colleges, universities, or other organizations as directed by
the student during in-school testing, those scores will be sent to the selected
institutions or organizations 7–10 days after the scores are released.
ƒ Greater access to actionable information. You and your students will find
digital SAT Suite scores and information replete with valuable data,
including explanations of test scores, ways to compare and contextualize
scores, recommendations for next steps, and opportunities to connect with
colleges and careers.

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1 The Digital SAT Suite of Assessments Key Features

Research Foundations COMPANION RESOURCE

The tests of the SAT Suite of Assessments are among the most intensively Chapter 5 of the Assessment
researched large-scale standardized assessments ever created. The digital Framework for the Digital
versions of the SAT Suite tests continue College Board’s tradition of ensuring SAT Suite offers an extended
that our college and career readiness assessments are based on the best available discussion of the evidentiary
evidence concerning essential prerequisites for postsecondary success. foundations undergirding the
digital SAT Suite of Assessments.
College Board employs a wide range of research approaches to help ensure that
This resource can be found at
the digital SAT Suite tests are valid, reliable, and fair measures of all students’
satsuite.collegeboard.org/media/
reading and writing and math achievement.
pdf/assessment-framework-for-
ƒ Psychometrics-focused studies established appropriate test timing, digital-sat-suite.pdf.
concordance between the digital and paper-based SAT Suite tests, and the
vertical scale on which the scoring of all digital SAT Suite tests is based.
Additional studies will examine the predictive and concurrent validity of the
tests—that is, the extent to which the tests accurately predict postsecondary
success and agree with other recognized measures of college and career
readiness, such as high school GPAs and AP® Exam scores.
ƒ Content-focused studies determined the skills and knowledge that
should be included in the digital tests and assessed the alignment of
the test specifications to state academic standards in relevant subject
areas and grades.
ƒ User experience–related studies employed survey, focus group, and both
conventional and cognitive interview (“think-aloud”) approaches to explore
how students interact with test materials. These studies examined such
topics as whether test directions were clear and understandable as well as
the mental (cognitive) processes students employ when they interact with
particular digital SAT Suite test questions.
In addition, we’ve established a rigorous, multifaceted approach to confirm that
questions in the digital SAT Suite tests are content sound, fair and accessible
to all students, and psychometrically meaningful. Steps in this process include
internal and external evaluation of questions, pretesting on samples of the
student testing population, and statistical analyses verifying that the questions
have desirable measurement properties (such as appropriate difficulty and the
ability to differentiate among students of varying achievement levels) and lack
undesirable properties (such as significantly favoring or disfavoring one or more
population subgroups when studied samples of each group are matched on
achievement).

5 SAT Suite of Assessments Teacher Implementation Guide

Chapter
1 The Digital SAT Suite of Assessments The Digital SAT Suite, You, and Your Students

The Digital SAT Suite, You,

and Your Students
The digital SAT Suite assessments share your goal of preparing all students
for life after high school. Deeply influenced by evidence, the digital-suite tests
support your classroom work in a number of important ways.

ƒ The tests focus on measuring essential college and career readiness

prerequisites.
ƒ The tests reinforce important evidence-backed instructional emphases.
ƒ Test questions are written to be clear and transparent.
ƒ Test questions are grounded in authentic tasks.
ƒ The tests are supported by a range of world-class practice opportunities,
most of which are offered at no cost.
ƒ Test results link students to opportunities they’ve earned through their
hard work in school.

Essential College and Career

Readiness Prerequisites
The digital SAT Suite tests are tightly focused on the knowledge and skills
in reading and writing and in math that the best available evidence indicates
are required for students to be ready for success in postsecondary education.
Through its surveys of college and secondary teachers’ curricular expectations
and emphases, examination of state academic standards, input from subject
matter experts, and other means, College Board gained a clear sense of what
students taking the tests need to be ready to succeed in a wide range of
common first-year, credit-bearing college courses.
We found that to be college and career ready in reading and writing, students
must be able to

ƒ demonstrate understanding of information and ideas in texts across a

range of academic subjects and complexities aligned with college and career
readiness requirements.
ƒ evaluate the craft and structure of texts, including demonstrating
understanding of the meaning of as well as proficiency in using high-utility
academic (tier two) vocabulary in context.
ƒ revise the expression of ideas in texts to enhance communicative power in
accordance with specified rhetorical goals.
ƒ edit texts in accordance with Standard English conventions in order
to meet academic and workplace expectations regarding the use of
standardized expression.
We further found that to be college and career ready in math, students must
know and be able to do the following:

ƒ In algebra, analyze, fluently solve, interpret, and create linear equations and
inequalities as well as analyze and fluently solve systems of equations using
multiple techniques.
ƒ In advanced math, demonstrate attainment of skills and knowledge central
for successful progression to subsequent math courses, including analyzing,
fluently solving, interpreting, and creating equations, including absolute
value, quadratic, exponential, polynomial, rational, radical, and other
nonlinear equations, as well as analyzing and fluently solving systems of
linear and nonlinear equations in two variables.

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1 The Digital SAT Suite of Assessments The Digital SAT Suite, You, and Your Students

ƒ In problem-solving and data analysis, apply quantitative reasoning about

ratios, rates, and proportional relationships; understand and apply unit rate;
and analyze and interpret one- and two-variable data.
ƒ In geometry (PSAT 8/9) and geometry and trigonometry (SAT,
PSAT/NMSQT, and PSAT 10), solve problems that focus on perimeter, area,
and volume; angles, triangles, and trigonometry; and circles.
Benchmark scores associated with each digital SAT Suite testing program
establish the empirical thresholds students must reach or exceed to be
considered college and career ready in reading and writing and in math. These
benchmarks are discussed in more detail in Chapter 4.

Important Instructional Emphases

For college and career readiness for all students to become a reality, secondary COMPANION RESOURCES
instruction must align with evidence about what students need to succeed in
With the help of subject
postsecondary education. Working with subject matter experts in secondary
matter experts, we’ve created
and postsecondary education, we’ve determined that all students need to
Classroom Practice Guides for
develop the following capacities.
both English language arts/
In reading and writing, students must develop the ability to literacy (satsuite.org/digital-
classroom-practice-english)
ƒ read and comprehend complex texts reflective of the challenge level of high and math (satsuite.org/
school and early postsecondary readings.
digital-classroom-practice-
ƒ apply close reading strategies to obtain meaning from texts, especially math). The various essays in
complex ones. these collections explain why
ƒ identify and make skilled use of textual and quantitative evidence (e.g., each topic addressed briefly
quotations, facts, figures, data). in this guide is important to
ƒ draw reasonable text-based inferences. college and career readiness
for all, offers a reader-friendly
ƒ skillfully use and determine the in-context meaning of high-utility research summary (with
academic vocabulary.
extensive citations), and provides
ƒ build and deploy subject matter (domain) and world knowledge to aid in suggestions for incorporating
comprehension. these instructional emphases
ƒ edit texts to conform to core requirements of Standard English conventions into coursework across a range
in writing as an aid to effective communication and to meet academic and of subject areas.
workplace expectations for standardized expression.
ƒ demonstrate understanding of disciplinary literacy, or the ways in which
the nature of reading and writing varies by subject area (e.g., between
literature and science).
In math, students must attain

ƒ algebra skills and knowledge involving linear expressions, linear equations

in one and two variables, linear functions, systems of linear equations, and
linear inequalities.
ƒ advanced math skills and knowledge involving nonlinear equations and
functions, including quadratic, exponential, polynomial, rational, radical,
absolute value, and conic section equations and functions.
ƒ problem-solving and data analysis skills and knowledge involving ratios,
rates, proportional relationships, unit analysis, percentages, probability and
conditional probability, one- and two-variable data, scatterplots, and models.
ƒ geometry and trigonometry skills and knowledge involving area, perimeter,
volume, and surface area; concepts and theorems related to lines, angles,
and triangles; triangles and right triangle trigonometry; sine, cosine, and
tangent; radian measure and trigonometric ratios in the unit circle; and
definitions, properties, and theorems related to circles.

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1 The Digital SAT Suite of Assessments The Digital SAT Suite, You, and Your Students

These emphases directly inform the development of questions in the digital

SAT Suite assessments. The literacy emphases are woven throughout the
Reading and Writing section (as well as the digital SAT Essay task undertaken
by some students testing during the school day), while questions in the Math
section are organized into four corresponding content domains, or categories:
Algebra, Advanced Math, Problem-Solving and Data Analysis, and Geometry
and Trigonometry (the last of which is simply Geometry on the PSAT 8/9).

Question Clarity and Transparency

Test questions for the digital SAT Suite assessments are written to be
immediately comprehensible to students. By design, the challenge of digital
SAT Suite test questions arises from the complexity of what students are
asked to demonstrate, not from a lack of clarity about what’s being asked or
from intentionally tricky phrasing. To this end, all test questions for the suite
go through a rigorous internal review process, and batches of representative
questions are periodically audited by independent experts for content
soundness and fairness.

Question Authenticity
The digital SAT Suite tests center on the kinds of questions and problems
that students routinely address in secondary and postsecondary classrooms.
Questions in the Reading and Writing section are based on real-world
information and authentic scenarios. They discuss actual research studies,
well-known and less-famous works of art and literature, meaningful data from
a range of academic subjects, and the like. Questions in the Math section
may present similar contexts about topics in science, social studies, and the
real world for students to consider and apply their skills and knowledge to,
or they may consist of “pure” math problems focused on key postsecondary
prerequisites in algebra, advanced math, problem-solving and data analysis,
and geometry and trigonometry.
Although digital SAT Suite test questions often require students to engage with
authentic topics, they don’t test students’ prior knowledge of these matters.
All the information students need to answer the questions is included in the
questions themselves. This helps ensure that all students have access to test
content and are able to show what they know and can do.

Practice Opportunities
A critical tenet of test fairness is that all students should have a full and equal
opportunity to demonstrate what they know and can do on an assessment. To
help meet this requirement, College Board makes three categories of digital SAT
Suite practice available to students.

ƒ Digital assessment readiness, which helps students familiarize themselves

with the digital test interface and how to enter answer responses.
ƒ Test wisdom, which lets students know the types of questions they’ll
encounter on the tests, determine whether they can or can’t answer such
questions correctly, and offer insights into ways they can improve their
future test performance.
ƒ Skill/knowledge building, which helps students gain the academic abilities
they need for college, career, and life.
Practice opportunities are discussed in more detail in Chapter 5.

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Chapter
1 The Digital SAT Suite of Assessments What Does This Mean for You and Your Classroom?

Score Report and Insights

The score report for each digital SAT Suite test provides a wealth of
information, advice, and opportunities for students. From their score report,
students can gain access to their scores and how to interpret them; track their
growth from one digital SAT Suite test to the next; and gauge their college and
career readiness. Interested students can go online to find practice opportunities
and gain access to information about college and career opportunities, as well
as planning and paying for postsecondary education.
This topic is covered in greater depth in Chapter 4.

What Does This Mean for You

and Your Classroom?
We understand that your students are your priority and that the most important
thing you can do is to focus on the work that takes place in your own classroom.
That’s why the digital SAT Suite is aligned with classroom instruction as part
of our commitment to empowering educators. With its focus on a relatively
small number of essential topics and its alignment to teaching and learning
best practices, the digital SAT Suite fits neatly into your instruction rather than
presenting you with more responsibilities. You won’t be “teaching to the test”—
instead, the test reflects your teaching.
The best news out of all of this is that the knowledge and skills students need to
be college and career ready—and, not coincidentally, to do well on the digital SAT
Suite tests—are best developed as part of rigorous classroom instruction. This
means that you, as a classroom teacher, have a tremendously important role to
play by providing challenging, on-grade-level lessons and encouraging students
to do their best work. This also means that while there are some ways you can
help prepare students for the specifics of the digital SAT Suite tests—more on this
in later chapters—the single best preparation for postsecondary success (and
the digital SAT Suite tests) comes through everyday teaching and learning
activities and active student engagement in their own learning.

Guide Preview
Chapter 2 of this guide offers a high-level overview of the tests of the digital THE DIGITAL SAT ESSAY
SAT Suite. Chapter 3 delves into the Reading and Writing and Math test Some students taking the digital
sections, including what the test sections measure and the formats and SAT as part of school day testing
types of questions used, along with numerous sample questions and answer may also be required by their
explanations. Chapter 4 discusses in more detail the scores and score reports state or district to take the Essay,
yielded by the tests and how they can help teachers, students, and families a direct-writing assessment
make better use of the results. Chapter 5 provides some suggestions on designed and developed by
how best to prepare your students for the digital SAT Suite tests. A series of College Board. The Essay, which
appendices rounds out the guide. calls on students to read a
provided passage and explain
how the passage’s author
builds an argument to persuade
an audience, is discussed in
Chapter 3.

9 SAT Suite of Assessments Teacher Implementation Guide

Chapter
2 Getting Familiar with the Digital SAT Suite of Assessments Overview

CHAPTER 2:
Getting Familiar with
the Digital SAT Suite
of Assessments

Overview
The digital SAT Suite is focused on the knowledge and skills shown by our COMPANION RESOURCE
research to matter most for postsecondary education and career success. It Chapter 2 of the Assessment
also models the best work being done in the nation’s classrooms, giving both Framework for the Digital SAT
you and your students a context for how the essential knowledge and skills for Suite offers a comprehensive
college readiness connect with school experience. overview of the digital SAT Suite
The four digital SAT Suite testing programs—the SAT, PSAT/NMSQT, PSAT 10, and its tests. Read more at
and PSAT 8/9—measure the same broad knowledge domains and skills, with slight satsuite.collegeboard.org/media/
modifications (discussed below) reflecting differences in the age and attainment of pdf/assessment-framework-for-
students across the secondary grades, making it easier for students, families, and digital-sat-suite.pdf.
teachers to monitor student progress and address any areas of weakness.
All test content is developed at a complexity level appropriate for students at
their grade level. Each of the assessments in the digital SAT Suite is designed to
measure readiness and skills relevant to a wide range of college majors and careers,
presenting opportunities for students to demonstrate what they’ve learned in
school. The components of the assessments provide a clear picture of a student’s
skills and knowledge across academic disciplines and of that student’s readiness
to meet the challenges of college and career. Input from K-12 and other educators
helps ensure that the knowledge and skills assessed by the digital SAT Suite reflect
college and career readiness standards and best instructional practices.
The main purpose of the digital SAT Suite is to determine to what extent
students are prepared to succeed both in college and workforce training. Scores
from the tests—used alongside other data, such as high school grades, and in
the context of where students live and learn—provide meaningful information
about a student’s likelihood of succeeding in college and can contribute to
decisions about higher education admission and placement.

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2 Getting Familiar with the Digital SAT Suite of Assessments Limitations on Test Use

Limitations on Test Use

The SAT Suite is intended to open doors for students and to help them
gain access to opportunities that they’ve earned through their hard work.
It’s therefore inappropriate to use SAT Suite scores as a veto on students’
educational or vocational aspirations. When interpreted properly, data from
tests such as those of the SAT Suite can make valuable contributions to helping
students meet their academic and career goals, but test scores should never be
the sole basis for highly consequential decisions about students’ futures. SAT
Suite scores, therefore, should be considered alongside other factors, including
high school grades and where students live and learn, when evaluating
students’ achievement or potential.
SAT Suite scores should also not be used as the single measure to rank or rate
teachers, educational institutions, districts, or states. Users should exercise care
when attempting to interpret test results for a purpose other than the intended
purposes. College Board isn’t aware of any compelling validation evidence
to support the use of any of the SAT Suite assessments, or other educational
achievement measures, as the principal source of evidence for teacher or school
leader evaluation. Assessment data, when subjected to several constraints, can,
however, be used in conjunction with other educational outcome measures to
make inferences about school and educational quality, including teaching and
learning.

Key Features
Numerous innovations make the digital SAT Suite tests easier to take, easier to
give, more secure, and more relevant than ever before.

ƒ Digital testing. The digital SAT Suite tests are delivered digitally on a
wide range of devices to all students except those who require paper-based
testing accommodations.
ƒ Customized web-based application for test delivery. We’ve built Bluebook,
a digital testing application created specifically for College Board exams, to
administer the digital SAT Suite tests in an intuitive, accessible manner.
ƒ Multistage adaptive testing engine. The digital SAT Suite tests take
advantage of technology to “adapt,” or adjust, each student’s testing
experience based on their performance. (The adaptive model is discussed
in more detail below.) Adaptive testing allows for shorter tests that still yield
scores as precise and reliable as those from the paper-based SAT Suite tests
that the digital tests replace.
ƒ Embedded pretesting. College Board includes (“embeds”) a small number
of nonoperational (unscored) test questions in each student’s test form. This
helps ensure that College Board can securely obtain high-quality question
performance statistics and maintain the digital SAT Suite indefinitely while
limiting the burden on students of answering pretest questions on which
they aren’t scored.
ƒ Discrete questions. Each digital SAT Suite test question is discrete,
meaning that it can be answered by itself, without reference to any other test
question. In other words, there are no question sets built around a single
passage, context, or informational graphic. This allows the tests to assess
skills and knowledge in English language arts/literacy and math in an
efficient, valid, and fair way.

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2 Getting Familiar with the Digital SAT Suite of Assessments Multistage Adaptive Testing

ƒ Test fairness. With the digital tests, we continue our practice of ensuring
that the SAT Suite is a valid and fair assessment of all students’ skills and
knowledge.
ƒ Test accessibility. Bluebook adheres to universal design principles,
provides universal tools that all students may elect to use during testing
to improve their experience, and makes a wide range of accommodations
and supports readily available for students who require them to access and
respond to test content.
ƒ Scores and score interpretation tools. Each digital SAT Suite test provides
clear, actionable information to students and their families, teachers, and
other stakeholders.
ƒ World-class practice opportunities, most of which are offered at no cost.
The digital SAT Suite includes a broad variety of resources that familiarize
students with Bluebook, the digital testing app; prepare them to answer test
questions successfully; and help them develop durable skills and knowledge
needed for college and career readiness. (These resources are discussed in
detail in Chapter 5.)

Multistage Adaptive Testing

A central feature of the digital SAT Suite tests is the use of an adaptive testing
model that greatly improves testing efficiency. Adaptive in this context means
that the tests adjust (“adapt”) the material presented to students based on how
those students are performing while testing. The key benefit of the digital suite’s
adaptive testing model is a significant reduction in testing time—the digital
tests are roughly two hours in length instead of the three hours of the paper-
based SAT Suite tests—with no loss of measurement validity or reliability.
The digital SAT Suite employs a simple two-stage adaptive model, depicted in
Figure 2.

FIGURE 2. DIGITAL SAT SUITE MULTISTAGE ADAPTIVE TESTING MODEL.

Module 1 Module 2 Student’s

Students are given Students are given a targeted
Score
a broad mix of mix of questions of varying
easy, medium, and difficulties based on their
hard questions. performance in module 1.

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2 Getting Familiar with the Digital SAT Suite of Assessments Multistage Adaptive Testing

The questions in each digital SAT Suite test section (Reading and Writing;
Math) are grouped into modules. Each module is defined by the average
difficulty of its questions, consists of half the section’s questions, and is timed
separately.
Students begin each digital-suite test section by answering questions in the
section’s first module. These questions are, on average, of medium difficulty,
although individual questions may range from easy to hard. The questions in
this module are numerous and diverse enough, in terms of the range of content
and difficulty, to ensure that all students have a good opportunity to show what
they know and can do in reading and writing and in math.
Once students have answered the questions in the test section’s first module,
Bluebook determines, based on the students’ performance so far, which of
two second-stage modules they should be delivered to complete testing in
the section. Questions in the second module are, on average, of either higher
or lower difficulty than those in the first module, though, again, individual
questions may range from easy to hard.
Whether students are routed to the higher- or lower-difficulty second-stage
module, they have a fair opportunity to demonstrate their achievement. Students
routed to the higher-difficulty module can still miss some questions and get a
good score, while students routed to the lower-difficulty module have a chance
to show what they do know and can do, not just what they don’t and can’t.
The adaptive test engine used for the digital SAT Suite tests benefits students
in several ways. First and foremost, it results in shorter tests that retain the
precision and reliability of longer (linear) tests. That’s because question
difficulty in the second stage of each section is determined based on student
performance in the first stage, resulting in more efficient assessment. Second,
unlike in some other adaptive testing models, students taking one of the
digital SAT Suite tests can navigate freely through a given module’s questions,
previewing upcoming questions or marking earlier questions to return to should
time permit. That’s possible because the content of each module is fixed prior to
testing rather than determined “in the moment” by Bluebook. Finally, because
this content is set before test day, students don’t have to have uninterrupted
power or a continuous connection to Wi-Fi during testing. Students whose
devices run out of battery can simply plug them in, and those who experience
momentary internet connectivity issues can simply rejoin the network—in either
case, without loss of testing time or students’ work, as Bluebook automatically
saves their progress.

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2 Getting Familiar with the Digital SAT Suite of Assessments Overall Test Specifications

Overall Test Specifications

Table 2 presents the high-level specifications for the digital SAT Suite
tests, including the tests’ organization as well as the timing of and number
of questions in each test section. Key features mentioned in the table are
discussed in detail in the section that follows.

TABLE 2. DIGITAL SAT SUITE: OVERALL TEST SPECIFICATIONS.

Characteristic Reading and Writing Section Math Section

Administration Two-stage adaptive test design; one Two-stage adaptive test design;
Reading and Writing section administered one Math section administered via
via two separately timed modules two separately timed modules

Test length (number of 1st module: 27 questions 1st module: 22 questions

operational and pretest questions) 2nd module: 27 questions 2nd module: 22 questions

Time per module 1st module: 32 minutes 1st module: 35 minutes

2nd module: 32 minutes 2nd module: 35 minutes

Total number of questions 54 questions 44 questions

Total time allotted 64 minutes 70 minutes

Average time per question 1.19 minutes 1.59 minutes

Scores reported Section score (Half of total score) Section score (Half of total score)

Question format(s) used Discrete; four-option multiple-choice Discrete; four-option multiple-

choice (≈75%) and student-produced
response (SPR) (≈25%)

Stimulus subject areas Literature, history/social studies, Science, social studies, real-world topics
the humanities, science

Word count 25–150 (6-character) words per Approximately 30% of questions in

stimulus text (or pair of texts) context; a majority of in-context questions
have 50 (6-character) words or fewer

Informational graphics Tables, bar graphs, line graphs A wide range of data displays, geometric
figures, and xy-plane graphs

Text complexity bands Grades 6–8, grades 9–11, grades 12–14 N/A (see Text Complexity
(Grades 12–14 excluded from PSAT 8/9) Bands on page 17.)

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2 Getting Familiar with the Digital SAT Suite of Assessments The Features in Detail

The Features in Detail

This section discusses the key features of the digital SAT Suite tests presented
in Table 2.

Administration
Each assessment of the digital SAT Suite is composed of two sections: a Reading
and Writing section and a Math section. For individual students, each section
is, in turn, composed of two equal-length modules: an initial (routing) module
consisting of a broad mix of easy, medium, and hard questions and a second
module containing a mix of questions of varying difficulties targeted to their
performance on the first module. Because the tests are designed according to
a two-stage adaptive model (as discussed in detail in the Multistage Adaptive
Testing section on page 12), each module is separately timed, and while DIGITAL SAT ESSAY
students may navigate freely within each module, they may not return to the first
Some students taking the digital
module’s questions after having transitioned to the second module’s nor return to
SAT as part of school day testing
the first section (Reading and Writing) after moving to the second (Math).
may also be required by their
state or district to take the Essay,
Test Length a direct-writing assessment
Each Reading and Writing module consists of 27 questions. In total, the
designed and developed by
Reading and Writing section is made up of 54 questions. Each Math module
College Board. The features
consists of 22 questions, for a total of 44 questions across each test form.
of the Essay are discussed in
Chapter 3, and Essay scoring is
Time Per Module covered in Chapter 4. The Essay
Each Reading and Writing module is 32 minutes in length, while each Math rubric and numerous annotated
module is 35 minutes. As noted above, each module is separately timed. sample responses are presented
When time runs out on the first module of each section, Bluebook, the digital in Appendix B.
testing app, automatically moves students to the second module, where they’re
administered either the lower- or higher-difficulty module associated with the
routing module. When students complete the Reading and Writing section,
they’re automatically moved to the Math section after a short break between the
sections.

Average Time Per Question

Students have, on average, 1.19 minutes to answer each Reading and Writing
question and 1.59 minutes to answer each Math question.

Scores Reported
Each of the digital SAT Suite assessments yields three scores: a total score DIGITAL SAT ESSAY
and two section scores. The total score is based on students’ performance on Those taking the digital SAT
the entire assessment and is the arithmetic sum of the two section scores. Two Essay as part of school day
section scores, one for Reading and Writing, the other for Math, are based on testing also receive three Essay
students’ performance on each section. scores: Reading, Analysis, and
Writing. For more details, see
Question Formats Used Chapter 4.
The Reading and Writing section exclusively uses four-option multiple-choice
questions, with each question having a single best answer (known as the keyed
response or key).

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About 75% of questions in the Math section use the same four-option multiple-
choice format, while the remainder use the student-produced response (SPR)
format. As the name implies, the latter type of Math question requires students to
generate their own answer and enter it into a response field positioned near the
question. These questions assess students’ ability to solve math problems with
greater independence and with less structure and support than that provided
in the multiple-choice format. SPR questions may have more than one correct
response, although students are directed to supply only one answer.

Stimulus Subject Areas

The digital SAT Suite assessments ground all Reading and Writing and some
Math questions in authentic contexts based in academic disciplines or real-
world scenarios. In Reading and Writing, each of these contexts consists of a
brief text (or pair of texts) and possibly an informational graphic as well as a
single (discrete) question. Reading and Writing passages are drawn from and
reflect the norms and conventions of the subject areas of literature, history/
social studies, the humanities, and science. Students don’t need subject-specific
topical knowledge to answer Reading and Writing questions; all the information
needed to answer each question is provided in the questions themselves. To
help confirm that passage contexts are appropriate for the target test-taking
population, test development staff consult various external sources, such as
the Next Generation Science Standards (NGSS), to help determine what those
students are likely to know and be able to do in various subject areas. However,
because the questions are designed to emulate those asked and answered in
the sampled subject areas, students with greater experience in and facility with
these disciplines and how they structure and communicate knowledge textually
are likely, on average, to perform better than those who lack that exposure.
In Math, about 30% of test questions are set in academic (science or social
studies) or real-world contexts, while the rest are “pure” math questions outside
of context. Math contexts are brief: sufficient in length to establish a scenario
but clear, direct, and concise enough not to impose undue linguistic burdens on
students. Questions set in science or social studies contexts emulate the kinds
of problems, reasoning, and solving strategies commonly encountered in those
fields, adding to the tests’ verisimilitude. Again, topic-specific prior knowledge
isn’t required to answer these sorts of questions.

Word Count
Passages (or passage pairs) used in Reading and Writing questions range in
length from 25 to 150 words. In this technical context, a word is considered a set
of six characters of any sort (i.e., any combination of letters, numbers, spaces,
or symbols, including punctuation) so that word counts are standardized across
texts and thus not affected by an abundance of especially short or long words
in any one passage. This character count is then divided by six to obtain a word
count. In-context Math questions are typically 50 (six-character) words or fewer.

Informational Graphics
In accordance with evidence about essential college and career readiness
requirements, both the Reading and Writing and Math sections include
informational graphics with select questions. For Reading and Writing, these
informational graphics are restricted to tables, bar graphs, and line graphs, as
these are the most commonly used types in academic and real-world texts; for
Math, the range is wider (e.g., including scatterplots) to reflect the diversity of
tables and figures encountered in that subject area. Select Math questions may
instead be accompanied by geometric figures (e.g., triangles, circles) or xy-plane
graphs, which students must make use of when answering.

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2 Getting Familiar with the Digital SAT Suite of Assessments The Features in Detail

Text Complexity Bands

An abundance of evidence supports the conclusion that the complexity of
texts students are able to read is closely associated with their degree of college
and career readiness. In accordance with that evidence, text complexity plays
an important role in the design and development of the digital SAT Suite
Reading and Writing section. Texts in that section are assigned to one of three
complexity bands (grades 6–8, grades 9–11, and grades 12–14) aligned with
the growing text complexity demands across successively higher grades of
schooling and with college and career readiness requirements. Complexity of
texts is determined using a combination of a sophisticated quantitative measure
and expert, trained human judgment.
Math contexts aren’t formally rated for complexity. However, Math test
development staff review each context qualitatively to ensure that its linguistic
load and demands are consistent with the requirements of the question being
posed, and Math (and Reading and Writing) staff have been trained in linguistic
modification principles, which seek to relieve students of unnecessary linguistic
burdens during test taking through clear and concise word choice in contexts
and questions.
Test assembly parameters for the Reading and Writing section of the digital
SAT, PSAT/NMSQT, and PSAT 10 don’t constrain for text complexity. This
means that texts in any of the three bands may appear on any of these tests.
Texts from the highest complexity band (grades 12–14) are, however, excluded
from PSAT 8/9, as these complex to highly complex texts aren’t generally
appropriate for use in assessing the literacy knowledge and skills of eighth and
ninth graders.

Variations by Testing Program

By design, the tests of the digital SAT Suite are meant to be highly similar
across programs and grade levels. One obvious benefit of this for students is
that preparing for one of the tests in the suite serves as good preparation for
subsequent tests.
Because of differences in age and attainment of students across grades 8 through
12, however, we’ve tailored the various digital SAT Suite tests in a small number
of ways to ensure a better, more appropriate experience for all students.

ƒ In the Reading and Writing section, passages from the grades 12–14 text
complexity band aren’t included in the PSAT 8/9 tests.
ƒ In the Math section:
Š Rational and radical equations (Advanced Math) aren’t represented on
PSAT 8/9.
Š Trigonometry skills and knowledge aren’t assessed on PSAT 8/9.
Š Skills and knowledge associated with circles (Geometry and
Trigonometry) are assessed only on the SAT.
Š The proportion of questions in the Math section’s four content domains
shifts slightly across testing programs. (For specifics, see Chapter 3 and
Appendix C.)

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Chapter
3 Connecting Test Content and Classroom Instruction Overview

CHAPTER 3:
Connecting Test
Content and
Classroom Instruction

Overview
This chapter is dedicated to brief overviews of the Reading and Writing and
Math test sections of the digital SAT Suite tests as well as the digital SAT
Essay, the last of which is administered to some students in certain states as
part of school day testing. This chapter includes test section specifications,
general instructional strategies, and sample test questions annotated with
relevant information (“Key to the SAT Suite” sidebars) and strategies (“Skill-
Building Strategy” sidebars) for supporting skill and knowledge development
in the classroom. Additional sample questions, with answer explanations,
are available with the full-length digital SAT Suite Practice Tests (SAT:
satsuite.collegeboard.org/digital/digital-practice-preparation/practice-tests;
PSAT/NMSQT and PSAT 10: satsuite.collegeboard.org/psat-nmsqt/
preparing/practice-tests; PSAT 8/9: satsuite.collegeboard.org/psat-8-9/
preparing/practice-tests as well as from the Educator Question Bank
(satsuitequestionbank.collegeboard.org). A compilation of the instructional
strategies for all test sections can be accessed in Appendix A.

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The Reading and Writing Section

The Reading and Writing section of the digital SAT Suite assessments is
designed to measure students’ attainment of critical college and career
readiness prerequisites in literacy in English language arts as well as in
various academic disciplines, including history/social studies, the humanities,
and science. The Reading and Writing section focuses on key elements of
comprehension, rhetoric, and language use that the best available evidence
identifies as necessary for postsecondary readiness and success. Over the
course of a Reading and Writing section of one of the digital SAT Suite
assessments, students answer multiple-choice questions requiring them to
read, comprehend, and use information and ideas in texts; analyze the craft and
structure of texts; revise texts to improve the rhetorical expression of ideas; and
edit texts to conform to core conventions of Standard English.

The Section at a Glance

Table 3 displays the key features of the digital SAT Suite Reading and Writing
test section.

TABLE 3. READING AND WRITING SECTION OVERVIEW.

Characteristic Digital SAT Suite Reading and Writing Section

Administration Two-stage adaptive test design; one Reading and Writing

section administered via two separately timed modules

Test length (number of 1st module: 27 questions

operational and pretest questions) 2nd module: 27 questions

Total: 54 questions

Time per module 1st module: 32 minutes

2nd module: 32 minutes
Total: 64 minutes

Average time per question 1.19 minutes

Score reported Section score (constitutes half of total score)

SAT: 200–800
PSAT/NMSQT and PSAT 10: 160–760
PSAT 8/9: 120–720

Question format used Discrete; four-option multiple-choice

Stimulus subject areas Literature, history/social studies, the humanities, science

Word count 25–150 (6-character) words per stimulus text (or pair of texts)

Informational graphics Tables, bar graphs, line graphs

Text complexity bands Grades 6–8, grades 9–11, grades 12–14

(Grades 12–14 excluded from PSAT 8/9)

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Content Domains
Test questions in the Reading and Writing section are organized into four broad
conceptual categories known as content domains.

ƒ For questions in the Information and Ideas content domain, students must use
comprehension, analysis, and reasoning skills and knowledge as well as what’s
stated and implied in texts (including in any accompanying informational
graphics) to locate, interpret, evaluate, and integrate information and ideas.
ƒ For questions in the Craft and Structure content domain, students must use
comprehension, vocabulary, analysis, synthesis, and reasoning skills and
knowledge to use and determine the meaning of high-utility academic words
and phrases in context, evaluate texts rhetorically, and make supportable
connections between multiple topically related texts.
ƒ For questions in the Expression of Ideas content domain, students must
use revision skills and knowledge to improve the effectiveness of written
expression in accordance with specified rhetorical goals.
ƒ For questions in the Standard English Conventions content domain,
students must use editing skills and knowledge to make text conform to core
conventions of Standard English sentence structure, usage, and punctuation.
Table 4 offers an overview of the four domains, including a description of the
topics addressed in each domain, the skill/knowledge testing points each
domain measures, and the approximate proportion of the test section given over
to questions in each domain.

TABLE 4. READING AND WRITING SECTION CONTENT DOMAINS.

Operational
Content Question
Domain Domain Description Skill/Knowledge Testing Points Distribution

Information Students will use comprehension, Central ideas and details ≈26%
and Ideas analysis, and reasoning skills and Command of evidence 12–14 questions
knowledge as well as what is stated
ƒ Textual
and implied in texts (including in any
accompanying informational graphics) ƒ Quantitative
to locate, interpret, evaluate, and Inferences
integrate information and ideas.

Craft and Students will use comprehension, Words in context ≈28%

Structure vocabulary, analysis, synthesis, and Text structure and purpose 13–15 questions
reasoning skills and knowledge to use
Cross-test connections
and determine the meaning of high-
utility academic words and phrases in
context, evaluate texts rhetorically, and
make supportable connections between
multiple topically related texts.

Expression Students will use revision skills and Rhetorical synthesis ≈20%
of Ideas knowledge to improve the effectiveness Transitions 8–12 questions
of written expression in accordance
with specified rhetorical goals.

Standard Students will use editing skills and Boundaries ≈26%

English knowledge to make text conform to core Form, structure, and sense 11–15 questions
Conventions conventions of Standard English sentence
structure, usage, and punctuation.

Questions from all domains appear in each module of questions in the Reading
and Writing section, and each question belongs to one and only one domain.

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3 Connecting Test Content and Classroom Instruction The Reading and Writing Section

Table 5 presents in more detail the skill/knowledge testing points addressed in

the Reading and Writing section. Except as noted, all elements are addressed
in each digital SAT Suite testing program, from PSAT 8/9 through the SAT. For
convenience, this table is repeated in Appendix C.

TABLE 5. READING AND WRITING SECTION SKILL/KNOWLEDGE TESTING POINTS.

Content Dimension Description

Text Complexity The passages (and pairs of passages) on the Reading and Writing section represent
a range of text complexities from grades 6–8 through grades 12–14. (Grades 12–14
passages are excluded from appearing on PSAT 8/9.)

Information and Ideas Students will use comprehension, analysis, and reasoning skills and knowledge
as well as what is stated and implied in texts (including in any accompanying
informational graphics) to locate, interpret, evaluate, and integrate information and ideas.

Central Ideas and Details Students will determine the central idea of a text and/or interpret the key details
supporting that idea.

Command of Evidence Students will determine the evidence in a text that best supports a specified
claim or point.

Textual Students will determine the textual evidence (e.g., a fact, detail, or example from a text)
that best supports a specified claim or point.

Quantitative Students will determine the quantitative evidence (i.e., data from an informational
graphic) that best supports a specified claim or point.

Inferences Students will draw reasonable inferences based on explicit and/or implicit
information and ideas in a text.

Craft and Structure Students will use comprehension, vocabulary, analysis, synthesis, and reasoning
skills and knowledge to use and determine the meaning of high-utility academic words
and phrases in context, evaluate texts rhetorically, and make supportable connections
between multiple topically related texts.

Words in Context Students will determine the meaning of a high-utility academic word or phrase in
context or use such vocabulary in a contextually appropriate way.

Text Structure and Purpose Students will analyze the structure of a text or determine the main rhetorical
purpose of a text.

Cross-Text Connections Students will draw reasonable connections between two texts on related topics.

Expression of Ideas Students will use revision skills and knowledge to improve the effectiveness of written
expression in accordance with specified rhetorical goals.

Rhetorical Synthesis Students will strategically integrate information and ideas on a topic to form an
effective sentence achieving a specified rhetorical aim.

Transitions Students will determine the most effective transition word or phrase to logically
connect information and ideas in a text.

Standard English Conventions Students will use editing skills and knowledge to make text conform to core
conventions of Standard English sentence structure, usage, and punctuation.

Boundaries Students will edit text to ensure that sentences are conventionally complete.

Form, Structure, and Sense Students will edit text to conform to conventional usage (e.g., agreement,
verb tense/aspect).

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General Instructional Strategies

ƒ The single best preparation students can undertake for the digital SAT Suite COMPANION RESOURCE
Reading and Writing section is engaging in wide and/or deep reading and
Chapter 1 of the Classroom
in writing routinely for a range of tasks, purposes, and audiences.
Practice Guide for the Digital SAT
Š Wide reading involves reading a great variety of texts on differing Suite: ELA/Literacy (satsuite.
subjects, while deep reading involves reading intensively about a single org/digital-classroom-
subject. Both kinds of reading are capable of developing students’ practice-english) discusses
comprehension skills, metacognitive ability (i.e., the ability to monitor text complexity in detail and
and adjust one’s own reading approach), and stamina (i.e., the ability includes a rubric for qualitatively
to read over an extended period of time without fatigue or loss of assessing the difficulty of texts.
understanding).
Š Students should be given a range of writing tasks over the course of
the school year. These tasks should involve both on-demand writing—
first-draft writing to a prompt under time constraints—and writing over
extended time periods and involving various aspects of the writing
process, including planning, drafting, obtaining and using feedback,
revising, editing, and publishing.
Š Students should engage in numerous appropriately challenging
reading and writing tasks throughout the school year.
Students should frequently be asked to read and demonstrate comprehension IMPORTANT
of grade-level complex texts. Grade-level complex texts are those that are
The Reading and Writing section
appropriately challenging for the grade level, based on quantitative and
isn’t strictly an assessment
qualitative assessments of text complexity as well as consideration of reader
of English language arts–
and task variables, such as how difficult the activity is and how much (or little)
related skills and knowledge.
students already know about the topic under study.
Students will need to read
ƒ Text complexity is a critical consideration because complex texts do and comprehend passages in
things that simpler texts don’t. Relative to easier texts, complex texts tend multiple subject areas and that
to present more information and ideas (and more quickly); describe less represent differing text types.
familiar concepts or experiences; employ higher levels of abstraction; use This means that all teachers,
more intricate text and sentence structures; make abundant use of high- and not just those teaching ELA,
utility academic vocabulary; and so on. have an important role to play in
ƒ It’s fine if students sometimes read texts that are “too easy” for them, as this students’ literacy development.
can give pleasure, build interest, and develop and consolidate knowledge Chapter 5 of the Classroom
on various topics. The general movement across the school year, however, Practice Guide for the Digital SAT
should be toward steadily increasing levels of text complexity in assigned Suite: ELA/Literacy (satsuite.
(and potentially self-selected) texts. org/digital-classroom-practice-
Writing tasks should be similarly complex. They should call on students to english) focuses on disciplinary
develop cogent arguments, clear informative/explanatory texts, engaging literacy and the ways in which
narratives, or a combination. When these tasks involve research, students literacy demands vary by
should be incorporating credible, reliable sources selectively and effectively. academic subject.
Revision and editing, with structure and support from teachers, peers, and
others, should be a regular part of extended-writing projects.

ƒ Students should engage routinely in reading and demonstrating COMPANION RESOURCE

understanding of appropriately challenging texts across subject areas Chapter 8 of The Official Digital
and text types as well as writing in various disciplines and using a SAT Study Guide™ provides
range of text types. student-focused guidance on
Š The Reading and Writing section includes passages in the subject areas dealing with Reading and Writing
of literature, history/social studies, the humanities, and science. Each section passages.
subject area constructs and conveys knowledge differently, so students
should be familiar with how to productively read texts in a range of
academic disciplines.

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Š Passages in the Reading and Writing section represent three main text
types: arguments, informative/explanatory texts, and narratives. As with
subject area, text type greatly influences the form and content of writing,
including the kinds of information and ideas conveyed and the structure
used to organize them.
Š Students should have a similarly varied range of writing experiences,
including writing for differing subject areas and using differing text
types (or combinations of types). This will consolidate and improve their
communication skills across a range of academic disciplines.

ƒ Sudents need extensive exposure to and experience with reading, COMPANION RESOURCE
comprehending, and working with informational graphics.
Chapter 9 of The Official Digital
Š Select Reading and Writing passages are accompanied by a table, bar SAT Study Guide walks through
graph, or line graph. Students must be able to locate relevant data points Reading and Writing informational
from such graphics, make reasonable interpretations of the data, and graphics for students.
integrate information conveyed graphically with that expressed in words.
Š Students should gain experience working with elements of informational
graphics, including the title, the labels used for key elements, the
“HIGH-UTILITY ACADEMIC
quantitative data represented, and any legend or additional contextual
VOCABULARY”
information provided to make the graphic easier to understand.
High-utility academic vocabulary
ƒ Students should have ample practice demonstrating the kinds of skills (sometimes known as tier two
and knowledge tested in the Reading and Writing section. Among the words and phrases) is commonly
most critical literacy-related skills and knowledge assessed by the digital encountered in readings,
SAT Suite are the following: especially complex readings, but
less often in conversation and
Š Locating and/or reasonably inferring the main point of a text, and
isn’t specific to any one domain
identifying and using supporting details.
of knowledge, such as history
Š Understanding and using textual and quantitative evidence (e.g., or science. Chapter 3 of the
quotations, facts, figures, data) to support or challenge points or claims. Classroom Practice Guide for the
Š Making reasonable text-based inferences. Digital SAT Suite: ELA/Literacy
Š Determining the meaning of and effectively using high-utility academic (satsuite.org/digital-classroom-
vocabulary in context. practice-english) contains an
extensive discussion of high-
Š Analyzing the structure of texts, including identifying a text’s overall
utility academic vocabulary and
organizational pattern and figuring out the contribution that important
how to help students develop
parts of a text (e.g., particular statements) make to the text as a whole.
their stores of it.
Š Making text-supported connections between two or more texts on the
same topic or similar topics, including recognizing where the texts agree
and disagree in terms of content and/or point of view.
Š Selectively using and combining information and ideas in order to meet IMPORTANT
writerly goals (e.g., drawing appropriate information from research notes The skills and knowledge
to introduce an artist to an audience unfamiliar with that artist’s works). elements listed here need not
be developed mainly—or at
Š Using transitions effectively to logically connect and to improve the flow
of information and ideas in writing. all—through traditional “test
prep” activities. They’re standard
Š Editing sentences to ensure that they’re conventionally complete. parts of instruction that should
Š Editing sentences to conform to core Standard English usage and be nurtured in a wide variety
punctuation conventions. of ways throughout the school
year. At the same time, students
can benefit from exposure to
the particular ways in which the
digital SAT Suite tests measure
these skills and knowledge.

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Sample Test Questions

Question 1
To dye wool, Navajo (Diné) weaver Lillie Taylor uses plants and vegetables KEY TO THE SAT SUITE
from Arizona, where she lives. For example, she achieved the deep reds and Sample questions 1 through 5
browns featured in her 2003 rug In the Path of the Four Seasons by using Arizona are drawn from the Information
and Ideas content domain.
dock roots, drying and grinding them before mixing the powder with water to
For these questions, students
create a dye bath. To intensify the appearance of certain colors, Taylor also must use comprehension,
sometimes mixes in clay obtained from nearby soil. analysis, and reasoning skills
and knowledge as well as what’s
Which choice best states the main idea of the text? stated and implied in texts
A) Reds and browns are not commonly featured in most of Taylor’s rugs. (including in any accompanying
informational graphics) to locate,
B) In the Path of the Four Seasons is widely acclaimed for its many colors and interpret, evaluate, and integrate
innovative weaving techniques. information and ideas.
C) Taylor draws on local resources in the approach she uses to dye wool.
D) Taylor finds it difficult to locate Arizona dock root in the desert.

Key C

Domain Information and Ideas

Skill Central Ideas and Details

Key Explanation: Choice C is the best answer. The passage focuses on the idea SKILL-BUILDING
STRATEGY
that the artist Lillie Taylor uses resources such as plants and vegetables from
For questions focused on
where she lives in Arizona to make dyes for wool.
main ideas, students will need
Distractor Explanations: Choice A is incorrect because the passage offers practice determining which
no evidence that reds and browns are unusual colors in Taylor’s rugs; in fact, it statement best summarizes
offers an example of a rug that does feature those colors. Choice B is incorrect the overall informational
because the passage offers no indication of whether In the Path of the Four content of a given text. This
will involve differentiating main
Seasons is widely acclaimed; it also does not mention whether the weaving
from subordinate points as
techniques are innovative. Choice D is incorrect because the passage offers no
well as ruling out assertions
evidence that Taylor has a hard time finding Arizona dock root. that aren’t supported by the
text. When answering such
questions, students may benefit
from coming up with their own
summarizes of texts first and
then evaluating those summaries
against provided answer choices.

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Question 2
Jan Gimsa, Robert Sleigh, and Ulrike Gimsa have hypothesized that the sail-like
structure running down the back of the dinosaur Spinosaurus aegyptiacus
improved the animal’s success in underwater pursuits of prey species capable of
making quick, evasive movements. To evaluate their hypothesis, a second team
of researchers constructed two battery-powered mechanical models of
S. aegyptiacus, one with a sail and one without, and subjected the models to a
series of identical tests in a water-filled tank.
Which finding from the model tests, if true, would most strongly support
Gimsa and colleagues’ hypothesis?

A) The model with a sail took significantly longer to travel a specified distance
while submerged than the model without a sail did.
B) The model with a sail displaced significantly more water while submerged
than the model without a sail did.
C) The model with a sail had significantly less battery power remaining after
completing the tests than the model without a sail did.
D) The model with a sail took significantly less time to complete a sharp turn
while submerged than the model without a sail did.

Key D

Domain Information and Ideas

Skill Command of Evidence (Textual)

Key Explanation: Choice D is the best answer. The passage states that Gimsa SKILL-BUILDING
and colleagues’ hypothesis was that the sail-like structure on the back of STRATEGY
S. aegyptiacus enhanced the dinosaur’s ability to travel underwater to hunt Important to correctly answering
down “prey species capable of making quick, evasive movements.” This choice’s a Command of Evidence question
such as this is ensuring that
finding would effectively support the hypothesis because it would indicate that
students understand the criterion
the sail-like structure would enable a dinosaur moving underwater to maneuver
presented in the question itself.
more quickly than a dinosaur moving underwater without the structure.
In this case, students need to
Distractor Explanations: Choice A is incorrect because it would essentially look for the finding among the
contradict the hypothesis by suggesting that a dinosaur moving underwater answer choices that would, if true,
best support the researchers’
with the sail-like structure would move more slowly than a dinosaur moving
hypothesis.
underwater without the structure. Choice B is incorrect because there is no
clear passage-based relationship between the amount of water displaced and
the hypothesis. Choice C is incorrect because there is no clear passage-based
relationship between the amount of battery power used and the hypothesis.

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Question 3
“Ghosts of the Old Year” is an early 1900s poem by James Weldon Johnson. In KEY TO THE SAT SUITE
the poem, the speaker describes experiencing an ongoing cycle of anticipation Reading and Writing questions in
followed by regretful reflection: ______ the literature subject area may,
like this question, ask students
Which quotation from “Ghosts of the Old Year” most effectively illustrates to analyze authentic quotations
the claim? from a text to determine which
one best meets the criterion
A) “The snow has ceased its fluttering flight, / The wind sunk to a whisper presented in the question itself.
light, / An ominous stillness fills the night, / A pause—a hush.” Students don’t need to have
previously read the literary works
B) “And so the years go swiftly by, / Each, coming, brings ambitions high, / being sampled to answer such
And each, departing, leaves a sigh / Linked to the past.” questions correctly.
C) “What does this brazen tongue declare, / That falling on the midnight air /
Brings to my heart a sense of care / Akin to fright?”
D) “It tells of many a squandered day, / Of slighted gems and treasured clay, /
Of precious stores not laid away, / Of fields unreaped.”

Key B

Domain Information and Ideas

Skill Command of Evidence (Textual)

Key Explanation: Choice B is the best answer. The quotation addresses both
aspects of the claim: cycles of anticipation (“Each, coming, brings ambitions
high”) and regretful reflection (“And each, departing, leaves a sigh / Linked to the
past”).

Distractor Explanations: Choice A is incorrect because the quotation focuses

on anticipation (“An ominous stillness fills the night, / A pause—a hush”) but not
regretful reflection. Choice C is incorrect because the quotation focuses on
worry and anxiety (“. . . a sense of care / Akin to fright?”) rather than anticipation
and regretful reflection. Choice D is incorrect because the quotation focuses on
regretful reflection (“It tells of many a squandered day”) but not anticipation.

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Question 4
KEY TO THE SAT SUITE
Participants’ Evaluation of the Likelihood That Robots Can Work
Select questions in the Reading
Effectively in Different Occupations and Writing section ask students
to engage with data presented
Somewhat or Somewhat or in tables, bar graphs, and line
Occupation very unlikely (%) Neutral (%) very likely (%) graphs. This may require them
television news to draw on skills and knowledge
24 9 67 developed in history/social
anchor
studies, science, and other
teacher 37 16 47
classes in which quantitative
firefighter 62 9 30 data are expressed graphically.
surgeon 74 9 16
tour guide 10 8 82

Rows in table may not add up to 100 due to rounding.

Georgia Tech roboticists De’Aira Bryant and Ayanna Howard, along with ethicist
Jason Borenstein, were interested in people’s perceptions of robots’ competence.
They recruited participants and asked them how likely they think it is that a robot
could do the work required in various occupations. Participants’ evaluations varied
widely depending on which occupation was being considered; for example, ______
Which choice most effectively uses data from the table to complete the example?
A) 82% of participants believe that it is somewhat or very likely that a robot
could work effectively as a tour guide, but only 16% believe that it is
somewhat or very likely that a robot could work as a surgeon.
B) 47% of participants believe that it is somewhat or very likely that a robot
could work effectively as a teacher, but 37% of respondents believe that it is
somewhat or very unlikely that a robot could do so.
C) 9% of participants were neutral about whether a robot could work effectively
as a television news anchor, which is the same percent of participants who were SKILL-BUILDING
neutral when asked about a robot working as a surgeon. STRATEGY
Students should practice
D) 62% of participants believe that it is somewhat or very unlikely that a robot analyzing a range of informational
could work effectively as a firefighter. graphics, such as ones like
the table in this question. They
should pay attention to such
Key A
features as the title, labels for
Domain Information and Ideas important elements (here, the
rows and columns), and what the
Skill Command of Evidence (Quantitative) data represent (here, percentages
of respondents answering
questions in certain ways). Some
Key Explanation: Choice A is the best answer. This choice supports the claim
informational graphics included
by contrasting two occupations that survey participants gave widely divergent in the Reading and Writing
probabilities of robots working effectively in: tour guide (82 percent) and section will also have additional
surgeon (16 percent). information, such as the fact
in this case that the figures in
Distractor Explanations: Choice B is incorrect because it focuses on only one
the rows may not add up to 100
occupation—that of teacher—and therefore does not illustrate how survey percent due to rounding.
participants’ views of the likelihood of robots working effectively vary widely
by occupation. Choice C is incorrect because although it does compare

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survey participants’ views of robots working effectively in two occupations, the

percentages cited for television news anchor and surgeon are the same, not
widely varied. Choice D is incorrect because it focuses on only one occupation—
that of firefighter—and therefore does not illustrate how survey participants’
views of the likelihood of robots working effectively vary widely by occupation.

Question 5
Many animals, including humans, must sleep, and sleep is known to have a role
in everything from healing injuries to encoding information in long-term
memory. But some scientists claim that, from an evolutionary standpoint, deep
sleep or hours at a time leaves an animal so vulnerable that the known benefits
of sleeping seem insufficient to explain why it became so widespread in the
animal kingdom. These scientists therefore imply that ______
Which choice most logically completes the text?

A) it is more important to understand how widespread prolonged deep sleep

is than to understand its function.
B) prolonged deep sleep is likely advantageous in ways that have yet to be
discovered.
C) many traits that provide significant benefits for an animal also likely pose
risks to that animal.
D) most traits perform functions that are hard to understand from an
evolutionary standpoint.

Key B

Domain Information and Ideas

Skill Inferences

Key Explanation: Choice B is the best answer. The passage indicates that SKILL-BUILDING
although scientists recognize that sleep, which is widespread among animal STRATEGY
species, has benefits, some scientists believe that deep, prolonged sleep is so Inferences questions such as
risky from the perspective of animal species’ survival and well-being that there this require students to reach
must be some so-far-undiscovered advantage(s) to sleep to make it worthwhile reasonable conclusions based
from an evolutionary standpoint. on what a given passage says
directly or strongly implies. In
Distractor Explanations: Choice A is incorrect because the passage suggests this case, the answer choice
that the extent of deep, prolonged sleep among animal species is well that most logically completes
understood by scientists and that the real question for scientists is why so many the text (i.e., fills in the blank
animal species engage in deep, prolonged sleep. Choice C is incorrect because most appropriately) follows
from what’s come before in
the passage offers no evidence that any trait other than deep, prolonged sleep
the passage, as signaled by
poses both benefits and risks for animal species. Choice D is incorrect because
“therefore.”
the passage offers no evidence that any trait other than deep, prolonged sleep
has one or more functions that are hard for scientists to understand.

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Question 6
In recommending Bao Phi’s collection Sông I Sing, a librarian noted that pieces by KEY TO THE SAT SUITE
the spoken-word poet don’t lose their ______ nature when printed: the language Questions 6 through 11 are drawn
has the same pleasant musical quality on the page as it does when performed by Phi. from the Craft and Structure
content domain. For these
Which choice completes the text with the most logical and precise word or phrase? questions, students must employ
comprehension, vocabulary,
A) jarring analysis, synthesis, and reasoning
B) scholarly skills and knowledge to use
and determine the meaning of
C) melodic high-utility academic words and
D) personal phrases in context, evaluate texts
rhetorically, and make supportable
connections between multiple
Key C topically related texts.

Domain Craft and Structure

Skill Words in Context

Key Explanation: Choice C is the best answer. “Melodic,” referring to a pleasant SKILL-BUILDING
arrangement of sounds, effectively signals the later use in the passage of STRATEGY
“pleasant musical quality” to refer to Phi’s spoken-word poetry when read rather For Words in Context questions
than heard. with a blank, students must
determine which answer choice
Distractor Explanations: Choice A is incorrect because “jarring,” meaning fills that blank with the most
disagreeable or upsetting, suggests the opposite of what the passage says logical and precise word or
about the “pleasant musical quality” of Phi’s spoken-word poetry, whether phrase. Making skilled use
read or heard. Choice B is incorrect because “scholarly” does not effectively of context clues is critical to
signal the later use in the passage of “pleasant musical quality” to refer to answering such questions
correctly. In this case, “melodic”
Phi’s spoken-word poetry. Choice D is incorrect because “personal” does not
aligns strongly with “pleasant
effectively signal the later use in the passage of “pleasant musical quality” to
musical quality,” while “jarring,”
refer to Phi’s spoken-word poetry.
“scholarly,” and “personal” don’t.

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Question 7
The following text is from F. Scott Fitzgerald’s 1925 novel The Great Gatsby.
[Jay Gatsby] was balancing himself on the dashboard of his car with that
resourcefulness of movement that is so peculiarly American—that comes, I
suppose, with the absence of lifting work in youth and, even more, with the
formless grace of our nervous, sporadic games. This quality was continually
breaking through his punctilious manner in the shape of restlessness.
As used in the text, what does the word “quality” most nearly mean?
A) Characteristic
B) Standard
C) Prestige
D) Accomplishment

Key A

Domain Craft and Structure

Skill Words in Context

Key Explanation: Choice A is the best answer. As used in the last sentence
SKILL-BUILDING
of the passage, “quality” refers to a trait or attribute (“characteristic”)— STRATEGY
specifically, Jay Gatsby’s “resourcefulness of movement,” which manifested as
In this sort of vocabulary-
restlessness. related question, students must
Distractor Explanations: Choice B is incorrect because although Jay Gatsby’s determine the answer choice
that best captures how a given
“resourcefulness of movement” is a trait or attribute, referring to it as a
word or phrase is used in the
“standard” implies that he is meeting a requirement or criterion set by others,
associated passage. Context
a conclusion the passage does not support. Choices C and D are incorrect clues are again critical. Here,
because neither “prestige” nor “accomplishment” makes sense in this context. the context establishes that
“quality” is used as a synonym of
“characteristic” to identify a trait
or attribute of Jay Gatsby.

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Question 8
The work of molecular biophysicist Enrique M. De La Cruz is known for ______
traditional boundaries between academic disciplines. The university laboratory that
De La Cruz runs includes engineers, biologists, chemists, and physicists, and the
research the lab produces makes use of insights and techniques from all those fields.
Which choice completes the text with the most logical and precise word or phrase?

A) reinforcing
B) anticipating
C) epitomizing
D) transcending

Key D

Domain Craft and Structure

Skill Words in Context

Key Explanation: Choice D is the best answer. “Transcending,” which means SKILL-BUILDING
rising above or going beyond limits, effectively signals that De La Cruz broke STRATEGY
down traditional academic disciplinary boundaries by working with experts, To answer Words in Context
ideas, and methods from numerous fields. questions correctly, students
need sufficient stores of
Distractor Explanations: Choice A is incorrect because “reinforcing” vocabulary knowledge,
suggests the opposite of what the passage says, which is that De La especially knowledge of high-
Cruz broke down, rather than made stronger, traditional barriers between utility academic (tier two) words
academic disciplines. Choice B is incorrect because “anticipating,” in the and phrases. Rich vocabulary
sense of expecting or acting in advance of something, does not make sense stores can be developed in many
in this context. Choice C is incorrect because “epitomizing,” meaning to use ways, including through direct
instruction as well as wide and/or
something as an ideal example, suggests the opposite of what the text says,
deep reading of appropriately
which is that De La Cruz broke down, rather than idealized, traditional barriers
challenging texts. Because the
between academic disciplines. kind of vocabulary tested in the
digital SAT Suite is used in a wide
range of subject areas, students’
word and phrase knowledge can
and should be developed across
the curriculum. Chapter 3 of the
Classroom Practice Guide for the
Digital SAT Suite: ELA/Literacy
(satsuite.org/digital-classroom-
practice-english) goes into
detail about the nature, value,
and acquisition of vocabulary
knowledge.

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Question 9
Some studies have suggested that posture can influence cognition, but we
should not overstate this phenomenon. A case in point: In a 2014 study, Megan
O’Brien and Alaa Ahmed had subjects stand or sit while making risky simulated
economic decisions. Standing is more physically unstable and cognitively
demanding than sitting; accordingly, O’Brien and Ahmed hypothesized that
standing subjects would display more risk aversion during the decision-making
tasks than sitting subjects did, since they would want to avoid further feelings
of discomfort and complicated risk evaluations. But O’Brien and Ahmed
actually found no difference in the groups’ performance.
Which choice best states the main purpose of the text?
A) It presents the study by O’Brien and Ahmed to critique the methods and
results reported in previous studies of the effects of posture on cognition.
B) It argues that research findings about the effects of posture on cognition are
often misunderstood, as in the case of O’Brien and Ahmed’s study.
C) It explains a significant problem in the emerging understanding of posture’s
effects on cognition and how O’Brien and Ahmed tried to solve that
problem.
D) It discusses the study by O’Brien and Ahmed to illustrate why caution is
needed when making claims about the effects of posture on cognition.

Key D

Domain Craft and Structure

Skill Text Structure and Purpose

SKILL-BUILDING
Key Explanation: Choice D is the best answer. The passage asserts that “we
STRATEGY
should not overstate” the effect of posture on cognition and uses the O’Brien
Questions about the main
and Ahmed study as a “case in point” in support of that claim.
purpose of texts can be
Distractor Explanations: Choice A is incorrect because although the passage approached in much the same
indicates that O’Brien and Ahmed reached different conclusions from those way as questions about central
ideas. The key difference is
of other researchers, it does not use the O’Brien and Ahmed study to criticize
that digital SAT Suite questions
how those earlier studies were conducted or to directly challenge the accuracy
about central ideas focus on
of those studies’ results. Choice B is incorrect because although the passage summarizing the informational
indicates that the results from studies finding a link between posture and content (i.e., the “message”)
cognition have been overstated, it offers no evidence that the O’Brien and of texts, whereas questions
Ahmed study has often been misunderstood. Choice C is incorrect because about main purpose focus on
the passage suggests that although O’Brien and Ahmed were interested in summarizing the rhetorical aim
studying the matter of posture and cognition, it does not indicate what these of texts, or what the author is
researchers thought before conducting their study or that the researchers set trying to accomplish. Students
should practice coming up with
out specifically to solve a problem.
their own accurate summaries
of texts’ main purpose; in doing
so, they should avoid both
making assertions not supported
by a given text and elevating
subordinate purposes to the
level of main ones.

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Question 10
The following text is from Herman Melville’s 1854 short story
“The Lightning-Rod Man.”
The stranger still stood in the exact middle of the cottage, where he had first
planted himself. His singularity impelled a closer scrutiny. A lean, gloomy
figure. Hair dark and lank, mattedly streaked over his brow. His sunken pitfalls
of eyes were ringed by indigo halos, and played with an innocuous sort of
lightning: the gleam without the bolt. The whole man was dripping. He stood
in a puddle on the bare oak floor: his strange walking-stick vertically resting at
his side.
Which choice best states the function of the underlined sentence in the text
as a whole?
A) It sets up the character description presented in the sentences that follow.
B) It establishes a contrast with the description in the previous sentence.
C) It elaborates on the previous sentence’s description of the character.
D) It introduces the setting that is described in the sentences that follow.

Key A

Domain Craft and Structure

Skill Text Structure and Purpose

Key Explanation: Choice A is the best answer. The underlined sentence, SKILL-BUILDING
which asserts that the uniqueness of the stranger’s physical appearance STRATEGY
invited careful examination, sets up the following sentences’ description of the Questions such as this assess
stranger’s distinctive physical features and stance. whether students can determine
the main contribution that
Distractor Explanations: Choice B is incorrect because the underlined a portion of a text makes to
sentence has no direct logical relationship to the previous sentence. the text as a whole. To gain
Choice C is incorrect because the previous sentence does not describe the facility with this task, students
stranger, so the underlined sentence cannot build on it in this way. Choice D should routinely be asked to
consider how and why authors
is incorrect because the underlined sentence offers a general sense of the
include particular elements,
stranger’s physical appearance and does not introduce a setting, nor is the main
such as claims, examples, or
purpose of the following sentences to describe a setting. evidence. These tasks should
focus students’ attention on
the rhetorical impact of such
elements rather than their
informational content. Students
could be asked, for instance, to
indicate what would be lost if a
particular sentence or paragraph
hadn’t been included in a given
text. Such activities should
center on especially important
elements, such as key evidence
or notable turns of phrase.

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Question 11
Text 1
What factors influence the abundance of species in a given ecological
community? Some theorists have argued that historical diversity is a major driver
of how diverse an ecological community eventually becomes: differences in
community diversity across otherwise similar habitats, in this view, are strongly affected
by the number of species living in those habitats at earlier times.
Text 2
In 2010, a group of researchers including biologist Carla Cáceres created
artificial pools in a New York orest. They stocked some pools with a diverse
mix of zooplankton species and others with a single zooplankton species and
allowed the pool communities to develop naturally thereafter. Over the course
of four years, Cáceres and colleagues periodically measured the species diversity
of the pools, finding—contrary to their expectations—that by the end of the
study there was little to no difference in the pools’ species diversity.
Based on the texts, how would Cáceres and colleagues (Text 2) most likely
describe the view of the theorists presented in Text 1?
A) It is largely correct, but it requires a minor refinement in light of the
research team’s results.
B) It is not compelling as a theory regardless of any experimental data collected
by the research team.
C) It may seem plausible, but it is not supported by the research team’s findings.
D) It probably holds true only in conditions like those in the research team’s study.

Key C

Domain Craft and Structure

Skill Cross-Text Connections

Key Explanation: Choice C is the best answer. Text 2 indicates that Cáceres SKILL-BUILDING
and colleagues expected to find at the end of their study that the pools they STRATEGY
stocked with multiple zooplankton species would have greater diversity than The ability to draw meaningful,
the pools they stocked with a single zooplankton species but that this was not, evidence-supported connections
in fact, the case. between topically related texts
is critically important to college
Distractor Explanations: Choice A is incorrect because the findings obtained and career readiness and in life
by Cáceres and colleagues fundamentally challenge the hypothesis in Text 1 in general. Students can practice
rather than largely support it. Choice B is incorrect because “contrary to their this task by determining the main
expectations” (Text 2) indicates that Cáceres and colleagues had assumed the idea(s) and points of view of two
hypothesis in Text 1 was correct prior to conducting their own study. Choice D is separate texts, noting areas of
incorrect because the findings obtained by Cáceres and colleagues undermine, agreement and disagreement,
and then crafting evidence-
rather than support, the hypothesis in Text 1.
backed statements about the
relationship between the two texts.

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Question 12
While researching a topic, a student has taken the following notes:
• Maika’i Tubbs is a Native Hawaiian sculptor and installation artist.
• His work has been shown in the United States, Canada, Japan, and Germany,
among other places.
• Many of his sculptures feature discarded objects.
• His work Erasure (2008) includes discarded audiocassette tapes and magnets.
• His work Home Grown (2009) includes discarded pushpins, plastic plates and
forks, and wood.
The student wants to emphasize a similarity between the two works. Which
choice most effectively uses relevant information from the notes to accomplish
this goal?
A) Erasure (2008) uses discarded objects such as audiocassette tapes and
magnets; Home Grown (2009), however, includes pushpins, plastic plates
and forks, and wood.
B) Like many of Tubbs’s sculptures, both Erasure and Home Grown include
discarded objects: Erasure uses audiocassette tapes, and Home Grown uses
plastic forks.
C) Tubbs’s work, which often features discarded objects, has been shown both
within the United States and abroad.
D) Tubbs completed Erasure in 2008 and Home Grown in 2009.

Key B

Domain Expression of Ideas

Skill Rhetorical Synthesis

Key Explanation: Choice B is the best answer. The sentence uses “like many of SKILL-BUILDING
Tubbs’s sculptures” and “both” to emphasize a similarity between Erasure and STRATEGY
Home Grown in terms of their common use of discarded objects, though the Rhetorical Synthesis questions
specific discarded objects used differed between the two works. call attention to the fact that while
there are many ways to express
Distractor Explanations: Choice A is incorrect because although the sentence the same idea, some ways are
discusses two of Tubbs’s works, the use of “however” emphasizes a contrast, better aligned to a writer’s goal
rather than a similarity, between the works. Choice C is incorrect because than others. Students should
the sentence focuses only on Tubbs’s work in general and does not mention have opportunities to play
any specific works. Choice D is incorrect because the sentence simply around with and evaluate the
conveys information about two of Tubbs’s works—the year in which each was effects of changes to syntax, or
completed—without establishing any sort of logical relationship between the the arrangement of sentence
elements, in their own and others’
pieces of information.
writing.

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Question 13
Iraqi artist Nazik Al-Malaika, celebrated as the first Arabic poet to write in free
verse, didn’t reject traditional forms entirely; her poem “Elegy for a Woman of
No Importance” consists of two ten-line stanzas and a standard number of
syllables. Even in this superficially traditional work, ______ Al-Malaika was
breaking new ground by memorializing an anonymous woman rather than a
famous man.
Which choice completes the text with the most logical transition?
A) in fact,
B) though,
C) therefore,
D) moreover,

Key B

Domain Expression of Ideas

Skill Transitions

Key Explanation: Choice B is the best answer. The passage’s first sentence SKILL-BUILDING
establishes that although Al-Malaika is famous for her free verse poetry, she still STRATEGY
made some use of traditional poetic forms, as in her work “Elegy for a Woman Transitions—whether words,
of No Importance.” The passage’s last sentence qualifies the point made in phrases, sentences, or
the passage’s first sentence by indicating that even when Al-Malaika used paragraphs—provide logical
links that make texts cohesive.
traditional forms, as in “Elegy,” she challenged tradition, in this case by making
Students should be familiar
an “anonymous woman rather than a famous man” the subject of the poem.
with common transitional words
“Though” is the best transition for the passage’s last sentence because, along and phrases (e.g., however, that
with “even,” it signals that Al-Malaika subverted traditional poetic forms even is, at the same time) as well
when she used them by, in this case, using a nontraditional subject for an elegy. as attentive to sentences and
paragraphs that perform similar
Distractor Explanations: Choice A is incorrect because “in fact” illogically
roles in longer texts. While
signals that the passage’s last sentence stresses or amplifies the truth of the
reading, students may be asked
assertion made in the passage’s first sentence. Choice C is incorrect because to consider the impact that
“therefore” illogically signals that the passage’s last sentence describes a omitting or changing a particular
consequence arising from the assertion made in the passage’s first sentence. transition would have on the rest
Choice D is incorrect because “moreover” illogically signals that the passage’s of the text. In their own writing
last sentence merely offers additional information about the assertion made in and presenting, students should
the passage’s first sentence. be encouraged to use clear,
precise transitions that signal
logical relationships among
information and ideas and
improve the flow of their work.

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Question 14
According to Naomi Nakayama o the University o Edinburgh, the reason KEY TO THE SAT SUITE
seeds from a dying dandelion appear to float in the air while ______ is that Questions 14 and 15 are drawn
their porous plumes enhance drag, allowing the seeds to stay airborne long from the Standard English
enough for the wind to disperse them throughout the surrounding area. Conventions content domain.
For these questions, students
Which choice completes the text so that it conforms to the conventions of must use editing skills and
Standard English? knowledge to make text conform
to core conventions of Standard
A) falling, English sentence structure,
usage, and punctuation.
B) falling:
C) falling;
D) falling

Key D

Domain Standard English Conventions

Skill Boundaries

Key Explanation: Choice D is the best answer. No punctuation is needed. SKILL-BUILDING

STRATEGY
Distractor Explanations: Choices A, B, and C are incorrect because each
Students’ skills with Standard
inserts unnecessary punctuation (a comma, colon, and semicolon, respectively) English conventions are generally
between the sentence’s subject (“the reason . . . falling”) and the verb “is.” best developed in the course
of editing their own and others’
writing rather than out of context.

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Question 15
Rabinal Achí is a precolonial Maya dance drama performed annually in Rabinal,
a town in the Guatemalan highlands. Based on events that occurred when
Rabinal was a city-state ruled by a king, ______ had once been an ally o the
king but was later captured while leading an invading force against him.
Which choice completes the text so that it conforms to the conventions of
Standard English?

A) Rabinal Achí tells the story of K’iche’ Achí, a military leader who
B) K’iche’ Achí, the military leader in the story of Rabinal Achí,
C) there was a military leader, K’iche’ Achí, who in Rabinal Achí
D) the military leader whose story is told in Rabinal Achí, K’iche’ Achí,

Key A

Domain Standard English Conventions

Skill Form, Structure, and Sense

Key Explanation: Choice A is the best answer. This choice ensures that the SKILL-BUILDING
introductory participial phrase “Based on events that occurred when Rabinal STRATEGY
was a city-state ruled by a king” appears immediately before the noun it To make students’ engagement
modifies, “Rabinal Achí.” with Standard English
conventions more meaningful,
Distractor Explanations: Choices B, C, and D are incorrect because “Based students should understand
on events that occurred when Rabinal was a city-state ruled by a king” should that these practices aren’t
appear next to the words it modifies, “Rabinal Achí,” whereas all these choices simply a set of arbitrary “rules”
result in dangling modifiers. but rather exist to contribute
to the clarity and therefore the
comprehensibility of writing. In
this case, only choice A results in
a clear, complete sentence that
says what it means to, while the
other choices result in dangling
(misplaced) modifiers.

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The Math Section

The Math section of the digital SAT Suite assessments is designed to measure
students’ attainment of critical college and career readiness prerequisites in
math. The digital SAT Suite Math section focuses on key elements of algebra,
advanced math, problem-solving and data analysis, and geometry and (SAT,
PSAT/NMSQT, and PSAT 10 only) trigonometry that the best available evidence
identifies as necessary for postsecondary readiness and success. Over the
course of the Math section of one of the digital SAT Suite assessments,
students answer multiple-choice and student-produced response questions that
measure their fluency with, understanding of, and ability to apply the math
concepts, skills, and practices that are most essential for readiness for entry-
level postsecondary work.

The Section at a Glance

Table 6 displays the key features of the digital SAT Suite Math test section.

TABLE 6. MATH SECTION OVERVIEW.

Characteristic Digital SAT Suite Math Section

Administration Two-stage adaptive test design; one Math section

administered via two separately timed modules

Test length (number of 1st module: 20 operational questions and 2 pretest questions
operational and pretest questions) 2nd module: 20 operational questions and 2 pretest questions

Total: 44 questions

Time per module 1st module: 35 minutes

2nd module: 35 minutes
Total: 70 minutes

Average time per question 1.59 minutes

Score reported Section score (constitutes half of total score)

SAT: 200–800
PSAT/NMSQT and PSAT 10: 160–760
PSAT 8/9: 120–720

Question formats used Discrete; four-option multiple-choice (≈75%) and student-

produced response (SPR) (≈25%)

Context topics Science, social studies, real-world topics

Word count by question Approximately 30% of questions in context; a majority of in-

context questions have 50 (6-character) words or fewer

Informational graphics A wide range of data displays, geometric figures, and xy-plane graphs

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Content Domains
Test questions in the Math section are organized into four broad conceptual
categories known as content domains.

ƒ For questions in the Algebra content domain, students must analyze,

fluently solve, and create linear equations and inequalities as well as
analyze and fluently solve systems of equations using multiple techniques.
ƒ For questions in the Advanced Math content domain, students must
demonstrate attainment of skills and knowledge central for successful
progression to more advanced math courses, including analyzing, fluently
solving, interpreting, and creating equations, including absolute value,
quadratic, exponential, polynomial, rational, radical, and other nonlinear
equations, as well as analyzing and fluently solving systems of linear and
nonlinear equations in two variables.
ƒ For questions in the Problem-Solving and Data Analysis content domain,
students must apply quantitative reasoning about ratios, rates, and
proportional relationships; understand and apply unit rate; and analyze and
interpret one- and two-variable data.
ƒ For questions in the Geometry and Trigonometry (SAT, PSAT/NMSQT,
and PSAT 10) / Geometry (PSAT 8/9) content domain, students must solve
problems that focus on perimeter, area, and volume; angles, triangles, and
trigonometry; and circles.
Questions from all domains appear in each module of questions in the Math
section, and each question belongs to one and only one domain.
Table 7 (digital SAT), Table 8 (digital PSAT/NMSQT and PSAT 10), and
Table 9 (digital PSAT 8/9) offer overviews of the four domains by digital SAT
Suite testing program, including a description of the topics addressed in each
domain, the skill/knowledge testing points each domain measures, and the
approximate proportion of the test section given over to questions in each
domain. A more detailed version of the Math skills and knowledge assessed by
each digital SAT Suite program can be found in Appendix C.

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TABLE 7. MATH SECTION CONTENT DOMAINS: DIGITAL SAT.

Operational
Content Question
Domain Domain Description Skill/Knowledge Testing Points Distribution

Algebra Students will interpret, create, use, Linear equations in one variable ≈35%
represent, and solve problems using linear Linear equations in two variables 13–15 questions
representations, and make connections
Linear functions
between different representations
of linear relationships, all from high Systems of two linear equations
school algebra courses preparatory in two variables
for the math aligned with college and Linear inequalities in one or two variables
career readiness expectations.

Advanced Math Students will interpret, rewrite, fluently Equivalent expressions ≈35%
solve, make strategic use of structure, Nonlinear equations in one variable and 13–15 questions
and create absolute value, quadratic, systems of equations in two variables
exponential, polynomial, rational,
Nonlinear functions
radical, and other nonlinear equations
and make connections between
different representations of a nonlinear
relationship between two variables, all
from high school courses preparatory
for the math aligned with college and
career readiness expectations.

Problem- Using quantitative reasoning, students Ratios, rates, proportional ≈15%

Solving and will fluently solve problems using relationships, and units 5–7 questions
Data Analysis percentages, proportional relationships, Percentages
ratios, rates, and units; analyze and
One-variable data: distributions and
interpret distributions of data; use
measures of center and spread
various representations of data to find
relative frequency, probabilities, and Two-variable data: models and scatterplots
conditional probabilities; fit models to Probability and conditional probability
data and compare linear and exponential Inference from sample statistics
growth; and calculate, compare, and and margin of error
interpret mean, median, range, and
standard deviation, understand basic Evaluating statistical claims:
study design, and interpret margin observational studies and experiments
of error, all from high school courses
preparatory for the math aligned with
college and career readiness expectations.

Geometry and Students will solve problems associated Area and volume ≈15%
Trigonometry with length, area, volume, and scale Lines, angles, and triangles 5–7 questions
factors using geometric figures; determine
Right triangles and trigonometry
congruence, similarity, and sufficiency
using concepts and theorems about Circles
vertical angles, triangles, and parallel
lines cut by a transversal; solve problems
using the Pythagorean theorem, right
triangle and unit circle trigonometry,
and properties of special right triangles;
and use properties and theorems
relating to circles to solve problems, all
from high school courses preparatory
for the math aligned with college and
career readiness expectations.

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TABLE 8. MATH SECTION CONTENT DOMAINS: DIGITAL PSAT/NMSQT AND PSAT 10.
Operational
Question
Content Domain Domain Description Skill/Knowledge Testing Points Distribution

Algebra Students will interpret, create, Linear equations in one variable ≈35%
use, represent, and solve problems Linear equations in two variables 13–15 questions
using linear representations
Linear functions
and make connections between
different representations of linear Systems of two linear
relationships, all from high school equations in two variables
algebra courses preparatory for Linear inequalities in one
the math aligned with college and or two variables
career readiness expectations.

Advanced Math Students will interpret, rewrite, Equivalent expressions ≈32.5%

fluently solve, make strategic use of Nonlinear equations in one 12–14 questions
structure, and create absolute value, variable and systems of
quadratic, exponential, polynomial, equations in two variables
rational, radical, and other nonlinear
Nonlinear functions
equations and make connections
between different representations
of a nonlinear relationship between
two variables, all from high
school courses preparatory for
the math aligned with college and
career readiness expectations.

Problem-Solving Using quantitative reasoning, Ratios, rates, proportional ≈20%

and Data Analysis students will fluently solve problems relationships, and units 7–9 questions
using percentages, proportional Percentages
relationships, ratios, rates, and units;
One-variable data: distributions and
analyze and interpret distributions
measures of center and spread
of data; use various representations
of data to find relative frequency, Two-variable data: models
probabilities, and conditional and scatterplots
probabilities; fit models to data and Probability and conditional probability
compare linear and exponential Inference from sample statistics
growth; and calculate, compare, and
interpret mean, median, and range and
compare distributions with the same
and different standard deviation, all
from high school courses preparatory
for the math aligned with college
and career readiness expectations.

Geometry and Students will solve problems Area and volume ≈12.5%
Trigonometry associated with length, area, volume, Lines, angles, and triangles 4–6 questions
and scale factors using geometric
Right triangles and right
figures; determine congruence,
triangle trigonometry
similarity, and sufficiency using
concepts and theorems about vertical
angles, triangles, and parallel lines cut
by a transversal; and solve problems
using the Pythagorean theorem and
right triangle trigonometry, all from
high school courses preparatory for
the math aligned with college and
career readiness expectations.

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TABLE 9. MATH SECTION CONTENT DOMAINS: PSAT 8/9.

Operational
Question
Content Domain Domain Description Skill/Knowledge Testing Points Distribution

Algebra Students will interpret, create, Linear equations in one variable ≈42.5%
use, represent, and solve problems Linear equations in two variables 16–18 questions
using linear representations
Linear functions
and make connections between
different representations of linear Systems of two linear
relationships, all from middle school/ equations in two variables
junior high school and first-year Linear inequalities in one
algebra courses preparatory for or two variables
the math aligned with college and
career readiness expectations.

Advanced Math Students will rewrite, fluently solve, Equivalent expressions ≈20%
and make strategic use of structure, Nonlinear equations in one 7–9 questions
absolute value, quadratic, exponential, variable and systems of
polynomial, and other nonlinear equations in two variables
equations and make connections
Nonlinear functions
between different representations of
a nonlinear relationship between two
variables, all from middle school/
junior high school and first-year
algebra courses preparatory for
the math aligned with college and
career readiness expectations.

Problem-Solving Using quantitative reasoning, Ratios, rates, proportional ≈25%

and Data Analysis students will fluently solve problems relationships, and units 9–11 questions
using percentages, proportional Percentages
relationships, ratios, rates, and units;
One-variable data: distributions and
analyze and interpret distributions
measures of center and spread
of data; use various representations
of data to find relative frequency, Two-variable data: models
probabilities, and conditional and scatterplots
probabilities; fit models to data; and Probability and conditional probability
calculate, compare, and interpret
mean, median, and range, all from
middle school/junior high school and
first-year algebra courses preparatory
for the math aligned with college
and career readiness expectations.

Geometry Students will solve problems Area and volume ≈12.5%

associated with length, area, Lines, angles, and triangles, 4–6 questions
volume, and scale factors using including right triangles
geometric figures; apply theorems
such as triangle sum; and solve
problems using the Pythagorean
theorem, all from middle school/
junior high school and first-year
algebra courses preparatory for
the math aligned with college and
career readiness expectations.

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Table 10 displays the skill/knowledge testing points addressed in the Math

section by testing program and content domain. As the table illustrates,
strong continuity exists across the suite, with only relatively minor variations
accounting for differences in the age and attainment of students.

TABLE 10. MATH SECTION SKILL/KNOWLEDGE TESTING POINTS BY CONTENT DOMAIN AND TESTING PROGRAM.
Content Domain PSAT 8/9 PSAT/NMSQT and PSAT 10 SAT

Algebra Linear equations in one variable

Linear equations in two variables
Linear functions
Systems of two linear equations in two variables
Linear inequalities in one or two variables

Advanced Math Equivalent expressions

Nonlinear equations in one variable and systems of equations in two variables
Nonlinear functions

Problem-Solving Ratios, rates, proportional relationships, and units

and Data Analysis Percentages
One-variable data: measures of center and spread
Two-variable data: models and scatterplots
Probability and conditional probability

Inference from sample statistics Inference from sample

statistics and margin of error

Evaluating statistical claims:

observational studies
and experiments

Geometry and Area and volume

Trigonometry (SAT,
PSAT/NMSQT, and Lines, angles, and triangles, Lines, angles, and triangles
PSAT 10) / Geometry including right triangles
(PSAT 8/9) Right triangles and right Right triangles
triangle trigonometry and trigonometry

Circles

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Table 11 summarizes the digital Math question distribution by testing program.

As the table illustrates, only modest variations in emphasis exist across testing
programs with respect to content domain representation.

TABLE 11. MATH SECTION QUESTION DISTRIBUTION BY TESTING PROGRAM.

Digital SAT Suite Testing Program

PSAT/NMSQT
Feature PSAT 8/9 and PSAT 10 SAT

Operational Questions 40

Questions by Format (% / #)

– Multiple-Choice (MC) ≈75% / 28–32

– Student-Produced Response (SPR) ≈25% / 8–12

Questions in Context ≈30% / 10–14

Questions by Content Domain (% / #)

– Algebra ≈42.5% / 16–18 ≈35% / 13–15 ≈35% / 13–15

– Advanced Math ≈20% / 7–9 ≈32.5% / 12–14 ≈35% / 13–15

– Problem-Solving and Data Analysis ≈25% / 9–11 ≈20% / 7–9 ≈15% / 5–7

– Geometry and Trigonometry ≈12.5% / 4–6 ≈12.5% / 4–6 ≈15% / 5–7

(SAT, PSAT/NMSQT, and PSAT 10) / (Only Geometry
Geometry (PSAT 8/9) for PSAT 8/9)

Embedded Pretest Questions

– Per Module 2

– Per Test Form 4

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General Instructional Strategies SKILL-BUILDING

ƒ Ensure that students practice solving multistep problems. Math questions STRATEGY
on assessments in the digital SAT Suite often ask students to solve more Use the sample student essays
than one problem to arrive at the correct answer. in Appendix C of this guide to
ƒ Separate students into small working groups. Ask them to discuss how to extend understanding of the
arrive at solutions. When their solutions are incorrect, ask them to discuss how SAT Essay prompt. Immerse
to make corrections. Encourage students to express quantitative relationships in students in the samples, and
meaningful words and sentences to support their arguments and conjectures. help them notice components
ƒ Vary the types of problems in homework assignments so that students and characteristics common
aren’t always using the same strategy to find solutions. Students benefit to all, in addition to analyzing
from the practice of determining the right mathematical strategy to solve and identifying areas for
problems in addition to solving the problems correctly. improvement.
ƒ Assign students some math problems or create some classroom-based
assessments that don’t allow for the use of a calculator. While all digital
SAT Suite Math questions permit the use of a calculator, this practice
encourages greater number sense, probes students’ understanding of
content on a conceptual level, and builds student skill in determining when
it’s more efficient to answer a question without using a calculator.
ƒ Develop interest and facility in math by having students practice using math
to address tasks and problems in a wide range of subject areas. Use tables,
expressions, and graphs that students encounter in other courses to present
math as a tool that may be applied to many areas of study rather than being
relegated to math classes. Provide frequent opportunities for students to
interpret and apply math skills and knowledge in real-world and academic
contexts, particularly ones in the sciences and social studies.

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Sample Test Questions

KEY TO THE SAT SUITE
Question 1
Questions 1 through 6 are
If f (x) = x + 7 and g(x) = 7x, what is the value of 4f (2) − g(2)? drawn from the Algebra content
domain. For these questions,
A) −5
students must analyze,
B) 1 fluently solve, and create linear
equations and inequalities as
C) 22
well as analyze and fluently solve
D) 28 systems of equations using
multiple techniques.
Key C

Domain Algebra

Skill Linear functions

Evaluate a linear function given an input value

Key Explanation: Choice C is correct. The value of f (2) can be found by

substituting 2 for x in the given equation f (x) = x + 7, which yields f (2) = 2 + 7,
or f (2) = 9. The value of g(2) can be found by substituting 2 for x in the given
equation g(x) = 7x, which yields g(2) = 7(2), or g(2) = 14. The value of the
expression 4f (2) − g(2) can be found by substituting the corresponding values
into the expression, which gives 4(9) − 14. This expression is equivalent to
36 − 14, or 22.

Distractor Explanations: Choice A is incorrect. This is the value of f (2) − g(2),

not 4f (2) − g(2). Choice B is incorrect and may result from calculating 4f (2)
as 4(2) + 7, rather than 4(2 + 7). Choice D is incorrect and may result from
conceptual or calculation errors.

Question 2
The y-intercept of the graph of y = −6x − 32 in the xy-plane is (0, y). What is
the value of y ?

Key −32

Domain Algebra

Skill Linear equations in two variables

Make connections between an algebraic

representation and a graph

Key Explanation: The correct answer is −32. It’s given that the y-intercept of
the graph of y = −6x − 32 is (0, y). Substituting 0 for x in this equation yields
y = −6(0) − 32 or y = −32. Therefore, the value of y that corresponds to the
y-intercept of the graph of y = −6x − 32 in the xy-plane is −32.

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Question 3

The graph of the function f, where y = f (x), models the total cost y, in dollars,
for a certain video game system and x games. What is the best interpretation of
the slope of the graph in this context?
A) Each game costs $25.
B) The video game system costs $100.
C) The video game system costs $25.
D) Each game costs $100.

Key A

Domain Algebra

Skill Linear functions

Interpret the graph of a linear function in

terms of a context

SKILL-BUILDING
Key Explanation: Choice A is correct. The given graph is a line, and the slope of STRATEGY
a line is defined as the change in the value of y for each increase in the value of
Provide students with practice
x by 1. It’s given that y represents the total cost, in dollars, and that x represents problems in which the graphs
the number of games. Therefore, the change in the value of y for each increase have different scales on the x-
in the value of x by 1 represents the change in total cost, in dollars, for each and y-axes. Facilitate discussion
increase in the number of games by 1. In other words, the slope represents the by asking students to give
cost, in dollars, per game. The graph shows that when the value of x increases different points on the graph and
from 0 to 1, the value of y increases from 100 to 125. It follows that the slope is explain what they mean. Direct
25, or the cost per game is $25. Thus, the best interpretation of the slope of the students to focus on the scale of
each axis and how that relates to
graph is that each game costs $25.
the situation given, the shape of
Distractor Explanations: Choice B is incorrect. This is an interpretation of the graph given, and the meaning
the y-intercept of the graph rather than the slope of the graph. Choice C is of the slope and y-intercept.
incorrect. The slope of the graph is the cost per game, not the cost of the video Then ask what happens to
the y-value when the x-value
game system. Choice D is incorrect. Each game costs $25, not $100.
increases by 1. Then connect the
answer to the slope of the line
in the graph and what the slope
means in the context.

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Question 4
y < −4x + 4
Which point (x, y) is a solution to the given inequality in the xy-plane?
A) (2, −1)
B) (2, 1)
C) (0, 5)
D) (−4, 0)

Key D

Domain Algebra

Skill Linear inequalities in one or two variables

For a linear inequality, interpret a point in

the xy-plane
SKILL-BUILDING
STRATEGY
Key Explanation: Choice D is correct. For a point (x, y) to be a solution to the
A strategy for understanding a
given inequality in the xy-plane, the value of the point’s y-coordinate must be
linear inequality is to display an
less than the value of −4x + 4, where x is the value of the x-coordinate of the
xy-plane and graph the boundary
point. This is true of the point (−4, 0) because 0 < −4(−4) + 4, or 0 < 20. Therefore, line in it for the class. Then have
the point (−4, 0) is a solution to the given inequality. students each pick any point
and evaluate whether it’s in the
Distractor Explanations: Choices A, B, and C are incorrect. None of these
solution set for the inequality.
points is a solution to the given inequality because each point’s y-coordinate is
Have students whose point is
greater than the value of −4x + 4 for the point’s x-coordinate. in the solution set add it to the
displayed xy-plane that shows
the boundary line. Facilitate a
discussion on which points (x, y)
are solutions and where those
points are located with respect
to the graph of the boundary line.

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Question 5
Figure A and figure B are both regular polygons. The sum of the perimeter of
figure A and the perimeter of figure B is 63 inches. The equation 3x + 6y = 63
represents this situation, where x is the number of sides of figure A and y is the
number of sides of figure B. Which statement is the best interpretation of 6 in
this context?
A) Each side of figure B has a length of 6 inches.
B) The number of sides of figure B is 6.
C) Each side of figure A has a length of 6 inches.
D) The number of sides of figure A is 6.

Key A

Domain Algebra

Skill Linear equations in two variables

For a linear equation, interpret a solution,

constant, variable, factor, or term based on
the context

Key Explanation: Choice A is correct. It’s given that figure A and figure B (not
shown) are both regular polygons and the sum of the perimeters of the two
figures is 63 inches. It’s also given that x is the number of sides of figure A and y
is the number of sides of figure B, and that the equation 3x + 6y = 63
represents this situation. Thus, 3x and 6y represent the perimeters, in inches,
of figure A and figure B, respectively. Since 6y represents the perimeter, in
inches, of figure B and y is the number of sides of figure B, it follows that each
side of figure B has a length of 6 inches.

Distractor Explanations: Choice B is incorrect. The number of sides of

figure B is y, not 6. Choice C is incorrect. Since the perimeter, in inches, of
figure A is represented by 3x, each side of figure A has a length of 3 inches, not
6 inches. Choice D is incorrect. The number of sides of figure A is x, not 6.

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Question 6
Store A sells raspberries or $5.50 per pint and blackberries or $3.00 per pint.
Store B sells raspberries or $6.50 per pint and blackberries or $8.00 per pint.
A certain purchase of raspberries and blackberries would cost $37.00 at store A
or $66.00 at store B. How many pints of blackberries are in this purchase?

A) 12
B) 8
C) 5
D) 4

Key C

Domain Algebra

Skill Systems of two linear equations in two

variables

Create and use a system of two linear

equations

SKILL-BUILDING
Key Explanation: Choice C is correct. It’s given that store A sells raspberries for
STRATEGY
$5.50 per pint and blackberries for $3.00 per pint, and a certain purchase of
Have students graph the system
raspberries and blackberries at store A would cost $37.00. It’s also given that
of equations in two variables.
store B sells raspberries for $6.50 per pint and blackberries for $8.00 per pint, and Facilitate a discussion of the
this purchase of raspberries and blackberries at store B would cost $66.00. Let r meaning of points along each
represent the number of pints of raspberries and b represent the number of pints line in context. Ask students
of blackberries in this purchase. The equation 5.50r + 3.00b = 37.00 represents to interpret the meaning of
this purchase of raspberries and blackberries from store A and the equation the single-point solution in the
6.50r + 8.00b = 66.00 represents this purchase of raspberries and blackberries given context. Provide students
from store B. Solving the system of equations by elimination gives the value of r practice with several systems of
equations in two variables, and
and the value of b that make the system of equations true. Multiplying both sides
have them discuss with the class
of the equation for store A by 6.5 yields (5.50r)(6.5) + (3.00b)(6.5) = (37.00)(6.5), or
the meaning of the solution for
35.75r + 19.5b = 240.5. Multiplying both sides of the equation for store B by 5.5 each system.
yields (6.50r)(5.5) + (8.00b)(5.5) = (66.00)(5.5), or 35.75r + 44b = 363. Subtracting
both sides of the equation for store A, 35.75r + 19.5b = 240.5, from the
corresponding sides of the equation for store B, 35.75r + 44b = 363, yields
(35.75r − 35.75r) + (44b − 19.5b) = (363 − 240.5), or 24.5b = 122.5. Dividing both
sides of this equation by 24.5 yields b = 5. Thus, 5 pints of blackberries are in this
purchase.

Distractor Explanations: Choices A and B are incorrect and may result from
conceptual or calculation errors. Choice D is incorrect. This is the number of
pints of raspberries, not blackberries, in the purchase.

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Question 7 KEY TO THE SAT SUITE

g(x) = x 2 + 55 Questions 7 through 12 are
drawn from the Advanced
What is the minimum value of the given function? Math content domain. For
A) 3,025 these questions, students must
demonstrate attainment of
B) 110 skills and knowledge central
C) 55 for successful progression to
more advanced math courses,
D) 0 including analyzing, fluently
solving, interpreting, and creating
Key C equations, including absolute
value, quadratic, exponential,
Domain Advanced Math
polynomial, rational, radical, and
Skill Nonlinear functions other nonlinear equations, as well
as analyzing and fluently solving
Determine the most suitable form of a systems of linear and nonlinear
function to display key features equations in two variables.

Key Explanation: Choice C is correct. A quadratic function in the form

g(x) = a(x − ℎ)2 + k, where a, h, and k are constants, has a minimum value SKILL-BUILDING
of k at x = ℎ when a > 0. The given quadratic function can be rewritten STRATEGY
as g(x) = 1(x − 0)2 + 55, where ℎ = 0 and k = 55. Therefore, the minimum Help students connect equations
value of the given function is 55. to features of the equations’
graphs by examining a variety of
Distractor Explanations: Choice A is incorrect and may result from squaring parent functions and the effects
the minimum value. Choice B is incorrect and may result from multiplying the of various transformations on
minimum value by 2. Choice D is incorrect. This is the x-value at which the each parent function’s equation
minimum value of g(x) occurs. and graph. Facilitate a discussion
on the patterns observed.
For further exploration, use
a graphing tool such as the
Desmos Graphing Calculator to
illustrate the key features of the
functions.

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Question 8
The passes through the points (0, 10) and
xy-plane
The function h is defined by h(x) = ax + b, where a and b are positive constants.
 325 
graph of y = h(x) in the xy-plane passes through the points (0, 10) and  −2, .
 36 
What is the value of ab?

A)

B)

C) 54

D) 60

Key C

Domain Advanced Math

Skill Nonlinear functions

Make connections between algebraic

representations and a graph

Key Explanation: Choice C is correct. It’s given that the function h is defined by SKILL-BUILDING
STRATEGY
ℎ(x) = ax + b and xy-plane
that the graph
pass of y = ℎ(x) in the xy-plane passes through the Help students strengthen their
æ 325 ÷ö ability to recognize function
points (0, 10) and ççç-2, ÷÷ Substituting 0 for x and 10 for ℎ(x) in the equation
÷.
è 36 ø notation and practice their
ℎ(x) = ax + b yields 10 = a0 + b, or 10 = 1 + b. Subtracting 1 from both sides of substitution skills by providing
this equation yields 9 = b. Substituting −2 for x and for ℎ(x) in the equation practice questions. Identifying
that the equation in this question
ℎ(x) = a x + 9 yields = a–2 + 9. Subtracting 9 from both sides of this equation represents the standard form
for an exponential function with
yields = a–2, which can be rewritten as = , or a2 = 36. Taking the
a vertical shift can be helpful
square root of both sides of this equation yields a = 6 and a = −6, but because in finding the values of a and b.
For further exploration, provide
it’s given that a is a positive constant, a must equal 6. Because the value of a is 6
students with practice questions
and the value of b is 9, the value of ab is (6)(9), or 54. featuring exponential equations
with vertical shifts and graphs that
Distractor Explanations: Choice A is incorrect and may result from finding the have vertical shifts and ask them
value of a–2b rather than the value of ab. Choice B is incorrect and may result to investigate how the y-intercept
from conceptual or calculation errors. Choice D is incorrect and may result from is related to the value of b.
correctly finding the value of a as 6, but multiplying it by the y-value in the first
ordered pair rather than by the value of b.

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Question 9
(x − 1)2 = −4
How many distinct real solutions does the given equation have?
A) Exactly one
B) Exactly two
C) Infinitely many
D) Zero

Key D

Domain Advanced Math

Skill Nonlinear equations in one variable and

systems of equations in two variables

Determine the conditions under which a

quadratic equation has zero, one, two, or
infinitely many real solutions

Key Explanation: Choice D is correct. Any quantity that is positive or negative

in value has a positive value when squared. Therefore, the left-hand side of
the given equation is either positive or zero for any value of x. Since the right-
hand side of the given equation is negative, there is no value of x for which the
given equation is true. Thus, the number of distinct real solutions for the given
equation is zero.

Distractor Explanations: Choices A, B, and C are incorrect and may result from
conceptual errors.

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Question 10

Which expression is equivalent to – ?

A)

B)

C)

D) −

Key A

Domain Advanced Math

Skill Equivalent expressions

Rewrite a rational expression

Key Explanation: Choice A is correct. To subtract one rational expression from SKILL-BUILDING
another, the denominators of the expressions must be the same. Since 4x – 5 STRATEGY
and x + 1 do not have any common factors, each rational expression should be
Help students strengthen their skill
by practicing math problems for
rewritten with a denominator of (x + 1)(4x – 5). Multiplying by which they need to find common
denominators in order to add or
and multiplying by yields – . subtract rational expressions. For
students who are challenged by
This expression can be rewritten using the distributive property, which yields simplifying rational expressions,
having them draw connections to
– . Since the denominators are the same, this numeric expressions with common
denominators and then numeric
expressions without common
expression is equivalent to , or . denominators, and then incorporate
variables in the expressions can
Distractor Explanations: Choices B, C, and D are incorrect and may result from facilitate pattern recognition.
conceptual or calculation errors.

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Question 11
For the function f, f (0) = 86, and for each increase in x by 1, the value of f (x)
decreases by 80%. What is the value of f (2)?

Keys 3.44, 86/25

Domain Advanced Math

Skill Nonlinear functions

Create and use quadratic or exponential

functions

Key Explanation: The correct answer is 3.44. It’s given that f (0) = 86 and that SKILL-BUILDING
for each increase in x by 1, the value of f (x) decreases by 80%. Because the STRATEGY
output of the function decreases by a constant percentage for each 1-unit Understanding function behavior
increase in the value of x, this relationship can be represented by an exponential is key to building an equation
function of the form f (x) = a(b)x, where a represents the initial value of the that matches a description of
function and b represents the rate of decay, expressed as a decimal. Because a function. Provide students
with a set of one linear function,
f (0) = 86, the value of a must be 86. Because the value of f (x) decreases by 80%
one quadratic function, and one
for each 1-unit increase in x, the value of b must be (1 − 0.80), or 0.2. Therefore,
exponential function that have
the function f can be defined by f (x) = 86(0.2)x. Substituting 2 for x in this one point in common. Have
function yields f (2) = 86(0.2)2, which is equivalent to f (2) = 86(0.04), or f (2) = 3.44. students create a table of values
Either 3.44 or 86/25 may be entered as the correct answer. with the same input for each of
these functions and interpret the
Alternate approach: It’s given that f (0) = 86 and that for each increase in x by 1,
differences in the output of the
the value of f (x) decreases by 80%. Therefore, when x = 1, the value of f (x)
functions.
is (100 − 80)%, or 20%, of 86, which can be expressed as (0.20)(86). Since
(0.20)(86) = 17.2, the value of f (1) is 17.2. Similarly, when x = 2, the value of f (x) is
20% of 17.2, which can be expressed as (0.20)(17.2). Since (0.20)(17.2) = 3.44, the
value of f (2) is 3.44. Either 3.44 or 86/25 may be entered as the correct answer.

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Question 12
In the xy-plane, a line with equation 2y = 4.5 intersects a parabola at exactly
one point. If the parabola has equation y = −4x2 + bx, where b is a positive
constant, what is the value of b ?

Key 6

Domain Advanced Math

Skill Nonlinear equations in one variable and

systems of equations in two variables

Solve systems of linear and nonlinear

equations in two variables

Key Explanation: The correct answer is 6. It’s given that a line with equation
2y = 4.5 intersects a parabola with equation y = −4x2 + bx, where b is a positive
constant, at exactly one point in the xy-plane. It follows that the system of
equations consisting of 2y = 4.5 and y = −4x2 + bx has exactly one solution.
Dividing both sides of the equation of the line by 2 yields y = 2.25. Substituting
2.25 for y in the equation of the parabola yields 2.25 = −4x2 + bx. Adding 4x2
and subtracting bx from both sides of this equation yields 4x2 – bx + 2.25 = 0.
A quadratic equation in the form of ax2 + bx + c = 0, where a, b, and c are
constants, has exactly one solution when the discriminant, b2 − 4ac, is equal to
zero. Substituting 4 for a and 2.25 for c in the expression b2 − 4ac and setting
this expression equal to 0 yields b2 − 4(4)(2.25) = 0, or b2 − 36 = 0. Adding 36 to
each side of this equation yields b2 = 36. Taking the square root of each side of
this equation yields b = ±6. It’s given that b is positive, so the value of b is 6.

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Question 13
The scatterplot shows the relationship between two variables, x and y. A line of
best fit for the data is also shown.

At x = 32, which of the following is closest to the y-value predicted by the

line of best fit?

A) 0.4
B) 1.5
C) 2.4
D) 3.3

Key C

Domain Problem-Solving and Data Analysis

Skill Two-variable data: Models and scatterplots

Analyze and interpret data in a scatterplot

Key Explanation: Choice C is correct. At x = 32, the line of best fit has a y-value
between 2 and 3. The only choice with a value between 2 and 3 is choice C.

Distractor Explanations: Choice A is incorrect. This is the difference between

the y-value predicted by the line of best fit and the actual y-value at x = 32 rather
than the y-value predicted by the line of best fit at x = 32. Choice B is incorrect.
This is the y-value predicted by the line of best fit at x = 31 rather than at x = 32.
Choice D is incorrect. This is the y-value predicted by the line of best fit at x = 33
rather than at x = 32.

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Question 14
In a group, 40% of the items are red. Of all the red items in the group, 30% also
have stripes. What percentage of the items in the group are red and have
stripes?
A) 10%
B) 12%
C) 70%
D) 75%

Key B

Domain Problem-Solving and Data Analysis

Skill Percentages

Use percentages to solve problems

Key Explanation: Choice B is correct. It’s given that in a group, 40% of the items SKILL-BUILDING
are red. It follows that the number of red items in the group can be represented STRATEGY
by 0.4x, where x represents the total number of items in the group. It’s also given Encourage students to draw
that of all the red items in the group, 30% also have stripes. It follows that the a diagram, such as a two-way
number of items in the group that are red and have stripes can be represented table, to represent this type of
by 0.3(0.4x), or 0.12x. The expression 0.12x represents 12% of x. Since x situation. A classroom activity
that divides the class into two
represents the total number of items in the group, it follows that 12% of the
groups and then divides one
items in the group are red and have stripes.
of those groups further can be
Distractor Explanations: Choice A is incorrect and may result from subtracting used to explore percents. For
30% from 40% rather than calculating 30% of 40%. Choice C is incorrect and example, divide the class into
those wearing red and those not
may result from adding 30% and 40% rather than calculating 30% of 40%.
wearing red. Find the percent
Choice D is incorrect and may result from calculating the percentage that 30%
of each. Then take the group
is of 40% rather than calculating 30% of 40%. wearing red and divide them into
those wearing glasses and those
not. Find the percent of each.
Then compare the percentages
by group and by whole class.

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Question 15
The density of a certain type of wood is 353 kilograms per cubic meter. A sample
of this type of wood is in the shape of a cube and has a mass of 345 kilograms. To
the nearest hundredth of a meter, what is the length of one edge of this sample?
A) 0.98
B) 0.99
C) 1.01
D) 1.02

Key B

Domain Problem-Solving and Data Analysis

Skill Ratios, rates, proportional relationships,

and units

Solve problems involving derived units

Key Explanation: Choice B is correct. It’s given that the density of a certain SKILL-BUILDING
STRATEGY
type of wood is 353 kilograms per cubic meter (kg/m3), and a sample of this
The Math section emphasizes
type of wood has a mass of 345 kg. Let x represent the volume, in m3, of students’ ability to apply math
skills to solve questions in rich
the sample. It follows that the relationship between the density, mass, and and varied contexts, such as this
volume of this sample can be written as = , or 353 = . science context. Collaborate
with science teachers to provide
Multiplying both sides of this equation by x yields 353x = 345. Dividing both students with practice questions
that can apply to both courses.
sides of this equation by 353 yields x = . Therefore, the volume of this
The same can (and should) be
sample is m3. Since it’s given that the sample of this type of wood is a done with teachers in other
subjects, such as social studies.
cube, it follows that the length of one edge of this sample can be found using

the volume formula for a cube, V = s3, where V represents the volume, in m3,

and s represents the length, in m, of one edge of the cube. Substituting

for V in this formula yields = s3. Taking the cube root of both sides of this

equation yields = s, or s ≈ 0.99. Therefore, the length of one edge of this

sample to the nearest hundredth of a meter is 0.99.

Distractor Explanations: Choices A, C, and D are incorrect and may result from
conceptual or calculation errors.

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Question 16
Two nearby trees are perpendicular to the ground, which is flat. One of these
trees is 10 feet tall and has a shadow that is 5 feet long. At the same time, the
shadow of the other tree is 2 feet long. How tall, in feet, is the other tree?
A) 3
B) 4
C) 8
D) 27

Key B

Domain Geometry and Trigonometry

Skill Lines, angles, and triangles

Use concepts of congruence and similarity

of triangles to solve problems

Key Explanation: Choice B is correct. Each tree and its shadow can be modeled
using a right triangle, where the height of the tree and the length of its shadow
are the legs of the triangle. At a given point in time, the right triangles formed by
two nearby trees and their respective shadows will be similar. Therefore, if the
height of the other tree is x, in feet, the value of x can be calculated by solving

the proportional relationship = . This equation is

equivalent to = , or 2 = . Multiplying each side of the equation

2= by 2 yields 4 = x. Therefore, the other tree is 4 feet tall.

Distractor Explanations: Choice A is incorrect and may result from calculating

the difference between the lengths of the shadows, rather than the height of the
other tree. Choice C is incorrect and may result from calculating the difference
between the height of the 10-foot-tall tree and the length of the shadow of
the other tree, rather than calculating the height of the other tree. Choice D is
incorrect and may result from a conceptual or calculation error.

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Question 17
The length of a rectangle’s diagonal is , and the length of the rectangle’s
shorter side is 5. What is the length of the rectangle’s longer side?
A)
B) 20
C)
D) 400

Key B

Domain Geometry and Trigonometry

Skill Right triangles and trigonometry

Use the Pythagorean theorem to solve

problems

Key Explanation: Choice B is correct. A rectangle’s diagonal divides a rectangle

into two congruent right triangles, where the diagonal is the hypotenuse of both
triangles. It’s given that the length of the diagonal is and the length of the
rectangle’s shorter side is 5. Therefore, each of the two right triangles formed
by the rectangle’s diagonal has a hypotenuse with length , and a shorter
leg with length 5. To calculate the length of the longer leg of each right triangle,
the Pythagorean theorem, a2 + b2 = c2, can be used, where a and b are the
lengths of the legs and c is the length of the hypotenuse of the triangle.
Substituting 5 for a and for c in the equation a2 + b2 = c2 yields
2
( )
52 + b2 = 5 17 , which is equivalent to 25 + b2 = 25(17), or 25 + b2 = 425.
2
Subtracting 25 from each side of this equation yields b2 = 400. Taking the
positive square root of each side of this equation yields b = 20. Therefore, the
length of the longer leg of each right triangle formed by the diagonal of the
rectangle is 20. It follows that the length of the rectangle’s longer side is 20.

Distractor Explanations: Choice A is incorrect and may result from

dividing the length of the rectangle’s diagonal by the length of the
rectangle’s shorter side, rather than substituting these values into the
Pythagorean theorem. Choice C is incorrect and may result from using
the length of the rectangle’s diagonal as the length of a leg of the right
triangle, rather than the length of the hypotenuse. Choice D is incorrect.
This is the square of the length of the rectangle’s longer side.

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Question 18
A circle has center O, and points A and B lie on the circle. The measure of arc AB
is 45° and the length of arc AB is 3 inches. What is the circumference, in inches,
of the circle?

A) 3
B) 6
C) 9
D) 24

Key D

Domain Geometry and Trigonometry

Skill Circles

Use definitions, properties, and theorems

relating to circles to solve problems

Key Explanation: Choice D is correct. It’s given that the measure of arc AB SKILL-BUILDING
STRATEGY
is 45° and the length of arc AB is 3 inches. The arc measure of the full
Have students draw and label a
circle is 360°. If x represents the circumference, in inches, of the circle, it follows figure to represent a situation
such as the one presented in
that = . This equation is equivalent to = , or = .
this question. Provide practice
Multiplying both sides of this equation by 8x yields 1(x) = 3(8), or x = 24. questions that emphasize the use
of proportional thinking to solve
Therefore, the circumference of the circle is 24 inches. questions of this type.
Distractor Explanations: Choice A is incorrect. This is the length of arc AB.
Choice B is incorrect and may result from multiplying the length of arc AB by 2.
Choice C is incorrect and may result from squaring the length of arc AB.

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Digital SAT Essay

The digital SAT Essay is a direct-writing assessment that measures students’
ability to read and comprehend a supplied argumentative passage, analyze how
the passage’s author builds an argument to persuade an audience, and convey
their analysis formally using clear, cohesive writing.
The digital SAT Essay doesn’t elicit students’ subjective opinions. Instead of IMPORTANT
simply emulating the general nature of evidence use by asking students to draw The Essay task described below
on and document their own experiences or imaginations, the digital SAT Essay is administered at the direction of
requires students to make purposeful, substantive use of textual evidence in particular states and districts to
a way that can be objectively evaluated. In addition, while students are tasked some students taking the digital
with analyzing how a given author builds an argument, they’re not asked SAT as part of the school day. It’s
whether they agree or disagree with the argument presented, and offering such not currently offered as an option
opinions isn’t rewarded by the rubric used to score responses. to students taking the digital SAT
on the weekend.
The Essay task is consistent across all administrations of the assessment; only
the passage on which students base their responses changes.
The digital SAT Essay rubric and numerous annotated sample student essays
are available in Appendix B.
In broad terms, Essay responses are evaluated on three dimensions:
ƒ Reading, based on demonstrated comprehension of the source text.
ƒ Analysis, based on the quality of students’ evaluation of that source text in
accordance with the task directions.
ƒ Writing, based on the clarity and cohesiveness of students’ writing as well
as their demonstrated mastery of Standard English conventions.
Three corresponding scores—Reading, Analysis, and Writing—are supplied
for each response. These scores are the sum of two scorers’ ratings in each
dimension.
The Essay requires students to analyze how an author uses evidence,
reasoning, and/or stylistic or persuasive elements (and/or other elements
of students’ choosing) to build an argument. The human scorers employed,
trained, and monitored by College Board evaluate how well students’ responses
demonstrate a careful understanding of the passage, effective and selective
use of textual evidence to develop and support points, clear organization and
expression of ideas, and a command of the conventions of Standard English.

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The Task at a Glance

Table 12 displays the key features of the digital SAT Essay, which are then
briefly discussed afterward.

TABLE 12. DIGITAL SAT ESSAY OVERVIEW.

Characteristic Digital SAT Essay

Administration Single task

Time 50 minutes

Scores reported Three dimension scores—Reading, Analysis, and Writing—each on a 2–8

scale, the sum of two scorers’ ratings of 1–4 on each dimension

Question format used Direct-writing task

Stimulus subject area Arguments written for a broad audience

Word count (passage) 750–800 (6-character) words

Informational graphics None

Text complexity High school reading level

The digital SAT Essay consists of a single task, which students have 50 minutes
to complete. In that time, students must

ƒ read and comprehend a supplied argumentative passage of between

750 and 800 (six-character) words in length.
ƒ analyze the passage to determine how the author builds an argument to
persuade an audience.
ƒ provide a clear, cohesive written explanation of the author’s technique(s).
The passages students are asked to analyze are arguments written for a broad
audience. Passages are excerpted or minimally adapted (chiefly for length) from
high-quality, previously published sources. The prototypical examples of such
pieces are op-eds written for national or regional publication, but other sorts of
well-reasoned opinion-focused passages may appear as well. Students aren’t
expected to have prior knowledge of the topics presented in Essay passages;
all the information needed to respond to the task effectively is provided in the
passages themselves.
Each Essay response is evaluated by two human scorers operating
independently of each other. These scorers rate each response on three
dimensions—Reading, Analysis, and Writing—on a 1–4 scale. These scores are
added to determine a student’s dimension scores, which each range from 2–8.
Dimension scores are reported separately and aren’t added together to form
a composite or in any way considered when calculating digital SAT total or
section scores.

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Evaluation Criteria
Table 13 summarizes the criteria scorers use to evaluate student essay
responses. The full rubric may be found in Appendix B.

TABLE 13. DIGITAL SAT ESSAY CONTENT DIMENSIONS.

Content Dimension Description

Reading ƒ Comprehension of the source text

ƒ Understanding of central ideas, important details, and their interrelationship
ƒ Accuracy in representation of the source text (i.e., no errors of fact or interpretation introduced)
ƒ Use of textual evidence (quotations, paraphrases, or both) to demonstrate understanding of
the source text

Analysis ƒ Analysis of the source text and understanding of the analytical task
ƒ Evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive
elements, and/or features chosen by the student
ƒ Support for claims or points made in the response
ƒ Focus on features of the text most relevant to addressing the task
Writing ƒ Use of a central claim
ƒ Use of effective organization and progression of ideas
ƒ Use of varied sentence structures
ƒ Employment of precise word choice
ƒ Maintenance of a consistent, appropriate style and tone
ƒ Command of the conventions of Standard English

General Instructional Strategies

The first two strategies discussed here are identical to those for the Reading
and Writing section.

ƒ The single best preparation students can undertake for the digital SAT
Essay section is engaging in wide and/or deep reading and in writing
routinely for a range of tasks, purposes, and audiences.

Š Wide reading involves reading a great variety of texts on differing

subjects, while deep reading involves reading a great deal about a single
subject. Both kinds of reading are capable of developing students’
comprehension skills, metacognitive ability (i.e., the ability to monitor
and adjust one’s own reading approach), and stamina (i.e., the ability
to read over an extended period of time without fatigue or loss of
understanding).
Š Students should be given a range of writing tasks over the course of
the school year. These tasks should involve both on-demand writing—
first-draft writing to a prompt under time constraints—and writing over
extended time periods and involving various aspects of the writing
process, including planning, drafting, obtaining feedback, revising,
editing, and publishing.

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ƒ Students should engage in appropriately challenging reading and writing COMPANION RESOURCE
tasks throughout the school year.
Chapter 1 of the Classroom
Š Students should frequently be asked to read and demonstrate Practice Guide for the Digital SAT
comprehension of grade-level complex texts. Grade-level complex texts Suite: ELA/Literacy (satsuite.
are those that are appropriately challenging for the grade level, based org/digital-classroom-
on quantitative and qualitative assessments of text complexity as well practice-english) discusses
as consideration of reader and task variables, such as how difficult the text complexity in detail and
activity is and how much (or little) students already know about the includes a rubric for qualitatively
topic under study. assessing the difficulty of texts.
– Text complexity is a critical consideration because complex texts
do things that simpler texts don’t. Relative to easier texts, complex
texts tend to present more information and ideas (and more quickly);
describe less familiar concepts or experiences; employ higher levels
of abstraction; use more intricate text and sentence structures; make
use of high-utility academic vocabulary more frequently; and so on.
– It’s fine if students sometimes read texts that are “too easy” for
them, as this can be pleasurable and effective in knowledge building
and consolidation. The general movement across the school
year, however, should be toward steadily increasing levels of text
complexity in assigned (and potentially self-selected) texts.
ƒ Writing tasks should be similarly complex. They should call on students to
develop cogent arguments, clear informative/explanatory texts, engaging
narratives, or a combination. When these tasks involve research, students
should be incorporating credible, reliable sources selectively and effectively.
Revision and editing, with structure and support from teachers, peers, and
others, should be a regular part of extended-writing projects.
ƒ Students should have frequent opportunities to engage in source
analysis tasks.

Š As defined here, a source analysis task involves assessing a text—in this

case, an argument—to better understand the overall point of view and
organization of a text as well as the contributions key components of the
text, such as particular statements or examples, make to the text as a whole.
Š When students analyze such texts, their goal shouldn’t be to indicate
whether or to what extent they agree or disagree with the point of view
expressed. Rather, they should seek to understand the text from the author’s
perspective and evaluate how the text is put together. Source analysis tasks,
in other words, aren’t chiefly about students’ opinions about the subjects
covered by the tasks but are instead rhetorically focused.
Š Students may be asked to examine arguments for key features, such as
those they are prompted to discuss in the Essay task:

– Evidence, such as facts or examples, used to support claims.

– Reasoning used to develop ideas and to connect claims and evidence.
– Stylistic or persuasive elements, such as word choice or appeals to
emotion, that add power to the ideas expressed.
Š They may also explain different or additional rhetorical elements of their
choosing as long as they can make a good case that these elements
contribute in important ways to the persuasiveness of the author’s
argument.

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Š Source analysis activities can be standalone, but they’re likely to be

more meaningful to students if they’re connected to sources they
themselves have selected and that have relevance to their other
classroom work. A source analysis task, for example, could be part of a
larger extended-writing project involving research on a topic of interest.
Š Actively participating in source analysis activities will help students
develop important competencies for analyzing text, such as recognizing
claims, weighing evidence, and assessing the reasoning used to
link claims and evidence. As an intended byproduct of such work,
students also gain a degree of objective detachment from texts. They
come to better recognize that texts have authors, that texts are trying
to accomplish things (e.g., convincing readers of the “rightness” of an
assertion), and that texts can and should be comprehended even—and
perhaps especially—when we disagree with the author’s point of view.
This doesn’t mean that students should simply accept everything they
read, but rather that they should begin from a place of understanding
regarding the author’s message before moving on to critiquing (or,
worse, simply ignoring) that message.

ƒ Students should have regular opportunities to demonstrate and practice

the various skills and knowledge elements evaluated by the digital SAT
Essay rubric (found in Appendix B and summarized in Table 13, above).
These wide-ranging literacy activities include having students

Š locate and/or reasonably infer central ideas and key details of texts as
well as the relationship between main points and details.
Š represent information and ideas in sources accurately (i.e., fairly
representing an author’s message without key omissions and without
introducing errors of fact or interpretation).
Š use textual evidence (quotations, paraphrases, or both) to demonstrate
understanding of what they’ve read.
Š evaluate an author’s use of evidence, reasoning, and/or stylistic and
persuasive elements.
Š support their claims or points in writing (or when speaking/presenting)
with relevant evidence.
Š keep their writing (or speaking/presenting) focused on successfully
accomplishing the task at hand.
Š introduce a central claim in their writing (or speaking/presenting) that
establishes a controlling idea.
Š organize their writing (or speaking/presenting) effectively.
Š vary sentence structure for meaning and reader interest when writing.
Š use words precisely when writing (or speaking/presenting).
Š maintain a consistent and appropriate style and tone in their writing
(or presentations).
Š observe the conventions of Standard English sentence structure, usage,
and punctuation in their writing.

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Task Directions
Each administration of the digital SAT Essay employs the same task, with the
only important variable being the argumentative passage students are directed
to analyze.

As you read the passage below, consider how [the author] uses

ƒ evidence, such as facts or examples, to support claims.

ƒ reasoning to develop ideas and to connect claims and evidence.
ƒ stylistic or persuasive elements, such as word choice or appeals to
emotion, to add power to the ideas expressed.

Write an essay in which you explain how [the author] builds an argument
to persuade [their] audience that [author’s claim]. In your essay, analyze
how [the author] uses one or more of the features listed in the box
above (or features of your own choice) to strengthen the logic and
persuasiveness of [their] argument. Be sure that your analysis focuses on
the most relevant features of the passage. Your essay should not explain
whether you agree with [the author’s] claims, but rather explain how [the
author] builds an argument to persuade [their] audience.

Sample Task, Response, and Evaluation

The following annotated example presents a digital SAT Essay passage (used
with permission), one sample response, and annotations concerning how the
response was scored. Scores presented are from a single rater and are thus on
scales of 1–4. This and numerous other sample responses with varying score
distributions may be found in Appendix B.

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Sample Essay Passage

Adapted from Paul Bogard, “Let There Be Dark.” ©2012 by Paul Bogard.
Originally published in Los Angeles Times, December 21, 2012.
1 At my family’s cabin on a Minnesota lake, I knew woods so dark that my
hands disappeared before my eyes. I knew night skies in which meteors left
smoky trails across sugary spreads of stars. But now, when 8 of 10 children
born in the United States will never know a sky dark enough for the Milky
Way, I worry we are rapidly losing night’s natural darkness before realizing
its worth. This winter solstice, as we cheer the days’ gradual movement
back toward light, let us also remember the irreplaceable value of darkness.

2 All life evolved to the steady rhythm of bright days and dark nights. Today,
though, when we feel the closeness of nightfall, we reach quickly for a light
switch. And too little darkness, meaning too much artificial light at night,
spells trouble for all.

3 Already the World Health Organization classifies working the night shift
as a probable human carcinogen, and the American Medical Association
has voiced its unanimous support for “light pollution reduction efforts and
glare reduction efforts at both the national and state levels.” Our bodies
need darkness to produce the hormone melatonin, which keeps certain
cancers from developing, and our bodies need darkness for sleep. Sleep
disorders have been linked to diabetes, obesity, cardiovascular disease and
depression, and recent research suggests one main cause of “short sleep”
is “long light.” Whether we work at night or simply take our tablets,
notebooks and smartphones to bed, there isn’t a place for this much
artificial light in our lives.

4 The rest of the world depends on darkness as well, including nocturnal

and crepuscular species of birds, insects, mammals, fish and reptiles. Some
examples are well known—the 400 species o birds that migrate at night
in North America, the sea turtles that come ashore to lay their eggs—and
some are not, such as the bats that save American farmers billions in pest
control and the moths that pollinate 80% of the world’s flora. Ecological
light pollution is like the bulldozer of the night, wrecking habitat and
disrupting ecosystems several billion years in the making. Simply put,
without darkness, Earth’s ecology would collapse. . . .

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5 In today’s crowded, louder, more fast-paced world, night’s darkness

can provide solitude, quiet and stillness, qualities increasingly in short
supply. Every religious tradition has considered darkness invaluable for
a soulful life, and the chance to witness the universe has inspired artists,
philosophers and everyday stargazers since time began. In a world awash
with electric light. . . how would Van Gogh have given the world his
“Starry Night”? Who knows what this vision of the night sky might inspire
in each of us, in our children or grandchildren?

6 Yet all over the world, our nights are growing brighter. In the United
States and Western Europe, the amount of light in the sky increases an
average of about 6% every year. Computer images of the United States
at night, based on NASA photographs, show that what was a very dark
country as recently as the 1950s is now nearly covered with a blanket of
light. Much of this light is wasted energy, which means wasted dollars.
Those of us over 35 are perhaps among the last generation to have known
truly dark nights. Even the northern lake where I was lucky to spend my
summers has seen its darkness diminish.

7 It doesn’t have to be this way. Light pollution is readily within our ability
to solve, using new lighting technologies and shielding existing lights.
Already, many cities and towns across North America and Europe are
changing to LED streetlights, which offer dramatic possibilities for
controlling wasted light. Other communities are finding success with
simply turning off portions of their public lighting after midnight. Even
Paris, the famed “city of light,” which already turns off its monument
lighting after 1 a.m., will this summer start to require its shops, offices and
public buildings to turn off lights after 2 a.m. Though primarily designed
to save energy, such reductions in light will also go far in addressing light
pollution. But we will never truly address the problem of light pollution
until we become aware of the irreplaceable value and beauty of the
darkness we are losing.

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Sample Student Response

The following essay is reprinted exactly as it was originally written (in

response to the passage above), including grammatical and mechanical
mistakes. An explanation of how the response would be scored follows the
response. Find the Essay rubric as well as additional annotated student
samples in Appendix B.

This response scored a 3/2/3.

Paul Bogard’s essay about the necessity of darkness captures the reader’s
attention. He brilliantly gave examples of why darkness is essential and how
darkness can benefit human life. His use of syntax also supports his essay to
have very reasonable and valid points.
Bogard starts out by giving one example from his own personal experience at
his family’s cabin on a Minnesota lake. He describes the Milky Way and the
night sky in all of it’s brilliance. He then portrays how 8 out of 10 children born
in the United States will never know a sky darky enough for the Milky Way. By
this point, Bogard is building up pathos within his essay. The reader begins
to feel pity for those 8 in 10 children who will never get the chance to see the
sky in its truest and most real form. Bogard then explains how much turning a
light switch on and off is taken for granted. This is an example of logos because
the reader can sense that that is what life has come down to. It is evident that
the world today is dependent upon electricity, and Bogard does a fabulous job
gathering evidence for this argument that darkness has been undermined.
Some other examples that Bogard gives are the issues of light pollution and
nocturnal animals. He explains that our bodies need darkness to produce
certain hormones which can prevent certain diseases and illnesses. Also, he
claims how animals are dependent upon the darkness and without darkness,
“Earth’s ecology would collapse.” Then he goes on to talk about the previous
centuries and how they did not rely on electricity to live their everyday lives.
One of the most famous paintings in history was done centuries ago and was
called “Starry Night,” by Vincent Van Gogh. Bogard explains how the night
sky can be inspiring which causes more pathos to build up within the reader,
causing them to think about the importance of the darkness and beauty of
nighttime.
After giving examples of how darkness is taken for granted, Bogard provides
a solution. This is logos. He tells the reader that the over usage of light and
electricity doesn’t have to be that way and by making a few minor changes,
the world can be different. Giving examples of everyday life and providing a
solution, Bogard brilliantly portrayed the need and importance of darkness in
everyday life.

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Scoring Evaluation
Reading – 3: This response shows an effective understanding of the passage.
The writer demonstrates comprehension of the argument’s central idea by
noting that Bogard writes about the necessity of darkness and portrayed the need
and importance of darkness in everyday life. This understanding is supported by
the writer’s use of important details from the source text, like citing Bogard’s
family’s cabin on a Minnesota lake where He describes the Milky Way and the
night sky, which 8 out of 10 children born in the United States won’t ever see. The
writer also discusses how our bodies need darkness to produce certain hormones
which can prevent certain diseases, brings up how animals are dependent upon
the darkness and without darkness, “Earth’s ecology would collapse,” references
“Starry Night” as an example of how the night sky can be inspiring, and briefly
mentions how much turning a light switch on and off is taken for granted and
that people in the previous centuries…did not rely on electricity to live their
everyday lives. This demonstration of appropriate paraphrasing and quoting
from the source text, along with the writer’s understanding of the central idea,
demonstrates the writer’s proficient reading comprehension.
Analysis – 2: This response offers limited analysis of Bogard’s argument. The
writer identifies a few persuasive elements from the passage, like the use of
pathos and evidence, but only provides an unexplained claim about how pathos
influences readers. The writer states that the passage is building up pathos in
the discussion of how 8 out of 10 children…will never know a sky darky enough
for the Milky Way and asserts The reader begins to feel pity for those 8 in 10
children who will never get the chance to see the sky in its truest and most real
form. The response then moves on without elaborating on this idea, though, and
does not try to explain why readers would feel pity because of this statistic or
how generating this feeling would lead them to agree with Bogard’s argument
to preserve darkness. The writer’s other analytical attempts are ineffective, as
they do not develop a claim about what effect the features have on the audience:
Bogard does a fabulous job gathering evidence for this argument; the night sky
can be inspiring which causes more pathos…causing them to think about the
importance of the darkness and beauty of nighttime. However, because the writer
has asserted the effect of pity, the response does show a partial understanding
of the analytical task.
Writing – 3: This response is mostly cohesive and exhibits proficient language
control. The introduction presents a central claim (He brilliantly gave examples
of why darkness is essential; His use of syntax also supports his essay) that the
response mostly follows, and the writer uses transitions to clearly signal how
Bogard’s ideas develop: Bogard starts out by giving one example; He then portrays
how; By this point, Bogard is building; Some other examples that Bogard gives are;
Then he goes on to talk about. Some sentences show variation in their structures
(It is evident that the world today is dependent upon electricity, and Bogard does a
fabulous job gathering evidence for this; After giving examples of how darkness is
taken for granted, Bogard provides a solution), and the writer occasionally uses
precise word choices: brilliantly; inspiring; necessity. These features are marks of
effective organization and language use, demonstrating proficient writing skill.

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CHAPTER 4:
Scoring and the
Digital SAT Suite of
Assessments
Overview
The primary purpose of the scores for the digital SAT Suite is to provide
students, teachers, and administrators with useful information and constructive
feedback over the long term.
The digital SAT Suite tests yield three scores—a total score and two section
scores—accompanied by test interpretation tools that allow students as well
as teachers, families, and other stakeholders to make informed, data-based
decisions about students’ educational futures. Scores for all the assessments
are on the same vertical scale (more on this below), allowing meaningful
interpretations about students’ academic growth as they move between testing
programs within the suite.
Student score reports provide easy access to performance information and
interpretation aids. If a student uses their personal College Board account, their
score information also facilitates connections to educational opportunities, such
as information and resources about local two-year colleges, workforce training
programs, and career options.

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Digital SAT Suite Scores

For each of the tests of the digital SAT Suite, three scores are reported:
ƒ A Reading and Writing section score.
ƒ A Math section score.
ƒ A total score, which is the arithmetic sum of the two section scores.
Table 14 summarizes the score scales of the digital SAT Suite testing programs.

TABLE 14. DIGITAL SAT SUITE TOTAL AND SCALE SCORES.

Testing Program Total Score Scale Section Score Scales

PSAT 8/9 240–1440, in 120–720, in 10-point

10-point intervals intervals

PSAT/NMSQT 320–1520, in 160–760, in 10-point

and PSAT 10 10-point intervals intervals

SAT 400–1600, in 200–800, in 10-point

10-point intervals intervals

Vertical Scaling
A key feature of the digital SAT Suite assessments is that the scores they yield
(apart from any digital SAT Essay scores) are on the same vertical scale. Being
on a vertical scale allows for student growth to be meaningfully tracked across
assessments in the suite because any given score carries the same meaning
with respect to achievement regardless of from which test it was obtained. A
530 on the PSAT 8/9 Math section, for example, represents the same level of
achievement as would a 530 on the Math sections of the PSAT/NMSQT or
PSAT 10 or the SAT. Vertical scaling is possible because the various tests of
the digital suite assess the same knowledge and skills across testing programs,
with relatively minor exceptions reflecting appropriate age/grade attainment
expectations across grades 8 through 12.

FIGURE 3. GRAPHICALLY DEPICTS THE TOTAL SCORE

SCALES OF THE DIGITAL SAT SUITE ASSESSMENTS.

SAT (400-1600)

PSAT 10 & PSAT/NMSQT (320-1520)

PSAT 8/9 (240-1440)

200 400 600 800 1000 1200 1400 1600

The score scales are somewhat staggered across testing programs. That is,
the scale for each subsequent testing program has a lower “floor” and a higher
“ceiling.” This feature serves to facilitate vertical scaling by offering students
in successively higher grades the opportunity to demonstrate higher levels of
achievement.

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Score Interpretation
Of the array of score interpretation tools available for the digital SAT Suite,
two are of particular note here: the College and Career Readiness and grade-
level benchmarks, which set empirically derived thresholds for adequate
achievement, and Skills Insight™, which verbally describes the skills and
knowledge typically demonstrated by students whose scores fall within
particular bands along the test sections’ score scales.

Benchmarks
To facilitate meaningful score interpretation and to help both test takers and
teachers assess student progress toward college and career readiness from year
to year, College Board has empirically established benchmark scores for the
PSAT 8/9, PSAT/NMSQT and PSAT 10, and the SAT.
College and Career Readiness benchmarks establish the points on the score
scale at or above which students are considered college and career ready (i.e.,
have a high likelihood of succeeding in common entry-level credit-bearing
postsecondary courses), while grade-level benchmarks help students and
their families, teachers, and others track progress toward college and career
readiness.
Table 15 lists the Reading and Writing (RW) and Math benchmark scores
according to the testing program(s) to which they are most relevant given the
age and attainment of the typical test-taking population.

TABLE 15. DIGITAL SAT SUITE BENCHMARK SCORES.

Digital SAT Suite Testing Program

SAT PSAT/NMSQT and PSAT 10 PSAT 8/9

Benchmark
score RW Math RW Math RW Math

College 480 530

and Career
Readiness

11th Grade 460 510

10th Grade 430 480

9th Grade 410 450

8th Grade 390 430

NOTE: PSAT/NMSQT / PSAT 10 and PSAT 8/9 benchmarks are subject to further
study and potential minor revision.

Skills Insight
We’ve developed Skills Insight to help digital SAT Suite test users better
understand the meaning of scores by describing the skill and knowledge
attainment that these scores typically represent.
Skills Insight descriptors were developed from careful examination by College
Board subject matter experts of large pools of test questions that exemplify
performance in various score bands in each test section across the digital-suite
assessments. These descriptors generalize the skills and knowledge typically
demonstrated by students scoring in particular score bands; accompanying
exemplar questions make these descriptors more concrete. The Skills Insight

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descriptors are vertically aligned so that they illustrate progression in skill and
knowledge attainment across successively higher score bands. Collectively,
these descriptors render more transparent the meaning of scores in a way
different from that afforded by quantitative interpretation aids, such as
benchmark scores and percentile ranks.
Skills Insight information is included in student score nformation available
to students in their personal College Board accounts and as a standalone
framework so that students, teachers, and others can better understand how
the skill and knowledge demands increase in concert with higher test section
scores. See satsuite.collegeboard.org/k12-educators/using-skills-insight for
more information.

Student Score Information

A student’s scores and score information available to them through their personal
College Board accounts may be used by students, parents, and teachers to better
understand student scores on a digital SAT Suite test. The score reported to them
online through their account is not merely a vehicle for retrieving scores but rather
is designed to provide a comprehensive understanding as to what scores mean
as they relate to a student’s demonstrated knowledge and skills in the context of
other test takers’ performance, college and career readiness requirements, and the
student’s own goals.
In general, students seek to answer the following questions when viewing their score:
ƒ What are my scores?
ƒ Am I on track to achieve my goals?
ƒ How did I do compared to others?
ƒ What do I need to do to get a better score?
At its core, the digital SAT Suite score and score information online

ƒ gives a student access to their scores, including explanatory information

such as score scales and score ranges.
ƒ identifies a student’s performance growth from one test in the digital
SAT Suite to another.
ƒ allows a student to contextualize their score performance relative to that of
other test takers using score comparisons and percentile rankings involving
a variety of test populations, including test takers from the student’s school,
district, state, and/or country as well as all test takers.
ƒ provides information on a student’s college and career readiness relative to
established section score benchmarks.
ƒ gives a high school junior who has taken the PSAT/NMSQT information
about their eligibility for entry into the National Merit Scholarship Program.
ƒ provides students with information and resources that allow them to
“do more with their score,” including finding out how their scores align
to college and career opportunities for planning purposes (BigFuture®),
scholarships (BigFuture Scholarships), Advanced Placement®, and
Student Search Service™.
ƒ gives a student information regarding the skills and knowledge that their
test scores indicate they are likely able to demonstrate, and suggests
actionable next steps concerning knowledge domains and skills the student
can focus on to improve their scores, including tools, tips, and other
resources to get them started.
ƒ provides links to online practice aligned to a student’s scores and the
guidance for improving those scores.

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K-12 Reporting Portal

The K-12 Score Reporting Portal supports effective decision making with a
variety of standard reports that can be configured for your needs. In the online
reporting portal, teachers who are granted access to the portal by their school
access manager are able to log in to view score reports for the whole school
to analyze score data from every test in the SAT Suite. As each assessment is
administered, the reporting portal grows to include new reports: a single sign-in
will grant access to all score data from the SAT, PSAT/NMSQT, PSAT 10, and
PSAT 8/9.
The portal generates score reports based on student demographics, and this
information can be compared with the performance of students in the district
and at the state level.
In addition to the standard online score reports, portal users can configure
reports with filters, and they are able to export information to Excel for
additional uses.
The online reporting portal tracks students’ progress for all assessments they
take, allowing you to identify how students are demonstrating the development
of their college and career readiness skills over time. If a student demonstrated
they were on track to meet the college and career readiness benchmark on the
PSAT 8/9 but falls off track on the PSAT/NMSQT, you may want to work with the
student to determine their current needs for building the knowledge and skills
required for college and career success and for SAT readiness. In addition, if a
larger group of students demonstrates that same lack of year-over-year growth,
you can work with teacher colleagues and administrators to analyze current
curriculum and instructional strategies and look for ways to ensure that students
are engaged in learning activities that build the needed skills.
You’ll find continual enhancements to these online score reports in the future.
We’re conducting research studies to provide students and teachers with
reliable recommendations to improve performance. As more and more students
take the SAT and demonstrate success, we hope to be able to provide more
detailed recommendations about what students should focus on to increase
college and career readiness.

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BigFuture School and Connections

BigFuture® School is a free mobile app for students age 13 and older who take
the digital PSAT/NMSQT, PSAT 10 or SAT School Day in the United States.
It’s designed for students to use to get their test scores quickly, get help on
planning for college and career, and learn about financial aid and scholarships.
Students may also have the opportunity to opt-in to Connections—a feature
that allows them to hear from nonprofit colleges and scholarship programs that
may be a good match. Connections puts privacy first. No personal information
is shared with institutions unless a student directly chooses to do so. Please
know that your school, district, or state may choose to not provide access to
Connections for its students or students that test at their schools.
Students who choose not to download the BigFuture School app or who don’t
have a mobile phone can still access their scores and planning information.
Schools will continue to receive PDF score reports for all assessments they
administer, which can be shared with students. And as always, students can log
into their personal College Board accounts at studentscores.collegeboard.org
to get additional insights about their scores and explore BigFuture.

Concordance
Scores from the digital SAT are directly linked to scores from the paper-based
LINKING VS. EQUATING
SAT it replaced, so there’s no need for concordance tables or score conversions.
We use the term linking instead
The underlying linking methodology is essentially the same as that used in
of equating for this process
most assessment programs to equate alternate test forms over time.
because what the digital SAT
The digital SAT and paper-based SAT measure very similar, but not identical, measures is similar but not
content, so while a score on the digital test isn’t a perfect predictor of how a identical to what’s measured
student would perform on the paper-and-pencil test (and vice versa), directly on the paper-based SAT, and
linking the digital SAT to the current SAT enables users to easily compare therefore the process falls short
digital SAT scores and paper-based SAT scores without any conversions. For of meeting the psychometric
example, colleges can assume the same relationships between scores and criteria for equating. This is to be
college readiness from both digital and paper-and-pencil SAT scores. expected when shifting from a
linear paper-and-pencil format to
Because of the direct linking between the digital SAT and the paper-based
a digital adaptive format.
SAT, colleges and other organizations can still use the existing ACT/SAT
concordance tables with digital SAT scores. College Board will continue to
review the relationship between SAT and ACT scores over time.
We’re continuing to evaluate digital PSAT/NMSQT, PSAT 10, and PSAT 8/9
concordance with the paper-based versions of those tests and will supply
concordance tables if needed.

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5 Preparing Your Students for Success on the Digital SAT Suite Tests Overview

CHAPTER 5:
Preparing Your
Students for Success
on the Digital SAT
Suite Tests

Overview
The most important preparation for the digital SAT Suite tests occurs in the PRACTICING FOR
course of everyday classroom activities. A close connection to your curriculum THE PSAT 8/9?
means that skills and knowledge assessed by the tests are the same as those The entry point into the digital
being taught and developed each day. Beyond the classroom, College Board SAT Suite is the PSAT 8/9 test,
provides students with further support as they prepare for success on the digital typically given to eighth and
SAT Suite tests and beyond. Through free resources and programs, including a ninth graders. Because this test’s
partnership with Khan Academy®, your students have multiple opportunities to main purpose is to establish a
focus on reviewing and practicing their skills and knowledge. baseline measure of students’
Productive practice for the digital SAT Suite is supported by a number of high- emerging college and career
quality resources available to students, mostly at no cost. To be productive, readiness, it’s not typically the
practice must familiarize students with the test itself, its response formats, case that students practice for it
and its delivery method as well as help students build on what they’re already in the same ways they do for the
good at and address weaknesses where they exist. Bluebook onboarding, other PSAT-related assessments
full-length and question-level practice, and skill/knowledge building support and the SAT.
are designed to facilitate students’ readiness for test day and to meet College
Board’s professional and ethical obligation to level the playing field so that all
test takers have an equal chance to demonstrate their achievement on the digital
SAT Suite.
College Board conceptualizes practice for the digital SAT Suite as operating at
three main levels:

ƒ Digital assessment readiness, which is intended to make students familiar

and comfortable with the digital test interface and the manner in which
answer responses are entered.
ƒ Test wisdom, which is intended to acquaint students with the types of
questions they’ll encounter on the tests, determine whether they can or can’t
answer such questions correctly, and offer insights into ways students can
improve their future test performance.
ƒ Skill/knowledge building, which is intended to help students gain durable
academic abilities useful for college, career, and life.

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Conceiving of practice in these ways serves students far more effectively than
do traditional forms of “test prep” focused only on the middle layer in the
above scheme. To be clear, providing all students with practice test questions
is a critically important element of ensuring fairness and equity in testing,
but overfocusing on repetitive test- or question-level practice risks narrowing
students’ attention and the secondary curriculum itself to only those skills and
knowledge elements directly measured by an assessment and to the ways and
manner these elements are sampled on a given test. In a real sense, practice
focused mainly on such test preparation runs the risk of conflating a proxy of
the desired skills and knowledge—that is, performance on an assessment—with
the goal of developing students’ durable skills and knowledge through a rich,
diverse educational experience.
Table 16 provides a synoptic look at the several layers of practice opportunities
available for the digital SAT Suite, each of which is discussed in more detail below.

TABLE 16. DIGITAL SAT SUITE PRACTICE OPPORTUNITIES.

Form of Practice Focus Digital SAT Suite Implementation

Digital assessment readiness Prepare students for the digital testing ƒ Test Preview
app interface and response modes

Test wisdom Prepare students to answer test ƒ Sample test questions (with answer
questions productively and offer explanations)
insight into students’ academic ƒ Official full-length practice test
strengths and weaknesses forms in Bluebook
ƒ Official Digital SAT Prep on
Khan Academy
ƒ The Official Digital SAT Study Guide
(print book)
ƒ Educator Question Bank
ƒ Score reports
ƒ Skills Insight score interpretation
Skill/knowledge building Build durable skills and knowledge ƒ Official Digital SAT Prep on
needed for college, career, and life Khan Academy
ƒ Classroom practice guides
ƒ High-quality instructional materials

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Digital assessment readiness. Students preparing for one of the digital SAT
Suite tests have access to the Test Preview, which acquaints them with the
central features of the assessments and presents them with a small number
of sample Reading and Writing and Math questions. These sample questions
serve primarily to familiarize test takers with the kinds of questions they’ll be
administered on test day and how to properly enter their answers rather than
assess students’ readiness to answer such questions successfully.
Test wisdom. Students taking one of the digital SAT Suite tests have ready
access, mostly at no cost, to a wide range of high-quality test wisdom resources.
Table 17 provides an overview of these resources.

TABLE 17. DIGITAL SAT SUITE TEST WISDOM RESOURCES.

Test Wisdom Resource Description

Sample test questions These questions serve to illustrate the range of skills and knowledge sampled
(with answer explanations) on the digital SAT Suite tests as well as the response formats used (multiple-
choice and, for select Math questions, student-produced response).

Official full-length Digital adaptive test forms are available through Bluebook, College Board’s customized
practice test forms web-based testing app, allowing students to practice using the same interface and
format most of them will use on test day. Linear (nonadaptive) test forms, with
directions for determining scores, are also available in Bluebook or from College Board
as downloadable PDFs. The PDF versions of practice test forms are recommended
only for students who will test with paper-based accommodations on test day.
Because these forms are nonadaptive, they must be somewhat longer to achieve
the same level of measurement precision as their digital adaptive counterparts.

Official Digital SAT Prep Khan Academy offers students the opportunity to practice on sequences of
on Khan Academy test questions and receive feedback, including answer explanations.

The Official Digital SAT The Official Digital SAT Study Guide offers authoritative insights and advice regarding
Study Guide (print book) taking the digital SAT (information that applies generally across all the suite’s exams)
as well as paper-based linear (nonadaptive) test forms with which students can practice
(although, as noted earlier, practice in Bluebook is recommended for most test takers).

Educator Question Bank This free digital resource allows users to search through a repository of released
SAT Suite test questions and select and download ones to use for practice, test
familiarization, and question-level review. The bank’s contents are filterable along
many dimensions, making it easy for users to find exactly the questions they want.

Score information Students have multiple options to learn more about their scores, information
about what their scores mean, and suggestions for next steps, such as additional
practice and links to college and workforce training opportunities.

Skills Insight score interpretation Skills Insight verbally describes the skills and knowledge in reading and writing and
in math that test takers scoring in particular ranges are likely to know and to be able
to demonstrate. The descriptions at each score band are empirically derived from
an analysis of student performance on digital SAT Suite test questions. Exemplar
questions by test section and score range help concretize the verbal descriptors.

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Skill/knowledge building. College Board, in partnership with Khan Academy

and others, makes a range of skill/knowledge building resources available for
free. These resources are aimed at developing students’ durable knowledge and
skills rather than directly at preparing students for test day. Table 18 provides
an overview of these resources.

TABLE 18. DIGITAL SAT SUITE SKILL/KNOWLEDGE BUILDING RESOURCES.

Skill/Knowledge
Building Resource Description

Official Digital SAT Prep In addition to providing test preparation activities, Khan Academy offers students a
on Khan Academy range of high-quality skill-/knowledge-building activities, including numerous videos
and articles that target specific areas where students might need additional support.

Classroom practice guides These guides, designed primarily for teachers, are collections of essays on
select topics written by experts in English language arts/literacy and math.
The essays discuss critical college and career readiness requirements and
how instruction can be designed to support all secondary students obtaining
those competencies. Sidebars draw links between the essays’ topics and
how those topics are addressed on the digital SAT Suite tests.

High-quality instructional College Board offers a wide range of high-quality instructional materials through
materials its Pre-AP®, AP, and SpringBoard programs. These programs support all
students’ attainment of critical college and career readiness prerequisites.

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5 Preparing Your Students for Success on the Digital SAT Suite Tests Digital SAT Suite Test-Taking Strategies

Digital SAT Suite Test-Taking Strategies

Although traditional “test prep” activities are only one portion of successful COMPANION RESOURCE
preparation for the digital SAT Suite tests, it’s still important that students be The strategies introduced here
aware of what they’re going to be tested on and how as well as receive guidance are presented in elaborated form
about how to approach the tests. The following are digital SAT Suite test-taking in the book-length The Official
strategies that all students should be aware of. Digital SAT Study Guide produced
Permission is granted to reproduce the following pages for personal classroom use. by College Board. The strategies
are reprinted here to help
1. Getting Familiar with the Digital SAT Suite Tests ensure that as many students as
A. Understand the Tests’ Purpose possible have access to them
and to better coordinate test
The digital SAT Suite tests are assessments of your college and career practice activities.
readiness. They’re designed to assess the extent to which you’ve obtained
the necessary prerequisites in reading and writing and in math for success in
college and workforce training programs. You should expect that the digital SAT
Suite tests will call on you to demonstrate academic skills and knowledge that
the best available evidence indicates are necessary for you to have to be ready
for postsecondary education. Because the tests are aligned with instruction,
the single best preparation for the digital SAT Suite tests is actively
participating in a challenging set of academic courses.
B. Know the Test Basics
Test components: A Reading and Writing section and a Math section If you’re taking the digital SAT,
SAT Test Preview gives you an
ƒ Number of questions: 98 (54 Reading and Writing questions, 44 Math
untimed, stress-free option to
questions), with each test section divided into two equal-length, separately
explore Bluebook—the digital
timed modules consisting of half the section’s questions (27 questions for
SAT Suite testing application—
each Reading and Writing module, 22 questions for each Math module)
try out the tools, and test out any
ƒ Time allotted: 134 minutes (64 minutes for the Reading and Writing section, assistive technology you might
70 minutes for the Math section), with each test section divided into two be using on test day.
equal-length, separately timed modules of questions (32 minutes for each
Reading and Writing module, 35 minutes for each Math module) In addition to hosting SAT Test
Preview, Bluebook is also your
ƒ Scores
hub for official full-length
Š Two section scores (Reading and Writing; Math), each on a 200–800 scale practice tests for the digital
Š A total score (sum of the Reading and Writing and Math section scores) SAT, PSAT/NMSQT, and PSAT 10.
on a 400–1600 scale Simply sign in to Bluebook using
credentials provided by your
C. Get Familiar with Digital Testing Tools school or a College Board
Bluebook, the digital SAT Suite testing application, allows you to account to get started.

ƒ annotate text (Reading and Writing section only).

ƒ cross out answer options in multiple-choice questions.
ƒ display or (until the five-minutes-remaining mark) hide a countdown timer.
ƒ access the test directions and the Math section’s reference sheet during testing.
ƒ flag questions within a given test module to return to.
ƒ access a display informing you of how many questions in each test module
you’ve either flagged or left unanswered and allowing you to jump to any
question within a module.
CALCULATOR OPTIONS
ƒ use the built-in Desmos Graphing Calculator (Math section only).
You may use the built-in Desmos
ƒ adjust magnification (zoom with keyboard shortcuts on laptops or by Graphing Calculator or your own
pinching on tablets). approved calculator for all Math
ƒ modify color contrast using system settings before testing. section questions.

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D. Understand the Nature of Adaptive SAT Suite Testing

Each of the two test sections on the digital SAT Suite tests is divided into two
separately timed, equal-length modules of questions. After you answer the
questions in the first module of each test section, Bluebook will automatically
route you to either a higher- or lower-difficulty second module of questions,
depending on your performance on the first module’s questions. Each of the two
possible second modules of questions contains a mix of easy, medium, and hard
questions, although in different proportions. The digital SAT Suite’s adaptive
testing model is beneficial to you because it means that the same information
about your skills and knowledge can be obtained with fewer questions and less
time. It also means you’ll more likely be able to give your full effort and attention
throughout the test than you would if the test were longer.
E. Learn the Test Directions Prior to Test Day
We strongly encourage you to become familiar with the directions for the digital
SAT Suite tests prior to test day. You won’t have to memorize them because
you’ll have access to them throughout the test if you wish, but any time you
spend reading directions on test day is time not spent answering questions.
F. Know the Two Test Question Formats
Most digital SAT questions—all Reading and Writing questions and most
Math questions—are in the multiple-choice format. Each of these questions
has four answer choices, and your job is to determine which of these choices
is the best (Reading and Writing) or correct (Math) answer. About a quarter of
Math questions are in the student-produced response format. These questions
lack answer options and instead require you to generate and enter your own
answers.
G. Get Familiar with the Various Question Types
Becoming aware of and comfortable with the types of questions you’ll be IMPORTANT RESOURCES
asked is a critical element of your preparation. The Reading and Writing To familiarize yourself with
section includes questions in the categories of Information and Ideas, Craft digital SAT Suite question
and Structure, Expression of Ideas, and Standard English Conventions. The types, consider full-length
Math section includes questions in the categories of Algebra, Advanced Math, test practice through College
Problem-Solving and Data Analysis, and Geometry and Trigonometry (SAT, Board’s Bluebook app as well as
PSAT/NMSQT, PSAT 10) / Geometry (PSAT 8/9). Official Digital SAT Prep on Khan
Academy (khanacademy.org/
2. Doing Your Best on Test Day digital-sat). Both resources are
A. Read Every Question Carefully free for users.
It’s important that you read every question on the digital SAT Suite tests
carefully to know what you’re being asked to demonstrate and as a way of
avoiding careless mistakes.
B. Answer Every Question
There’s no penalty for guessing on the digital SAT Suite tests, so there’s no
reason not to answer every question in both sections. But what if you’re not
sure of the answer? There are a few things you can do to improve your odds of
responding properly.

ƒ You may find it beneficial to flag questions you’re having trouble with to
return to should time permit.
ƒ For multiple-choice questions that you’re not sure of the answer to, try to
eliminate one or more incorrect answer choices. (The Bluebook testing
application has an answer elimination option for this very reason.) You’re
much more likely to answer correctly if you can reduce your possible
responses by two or even one than if you randomly guess.

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ƒ As a last resort, randomly guess on multiple-choice questions that you’re

uncertain of the answer to and when time’s running out. Admittedly, you’re
not likely to correctly answer many questions to which you randomly
guessed the answer, but you’ll definitely get none of the questions right that
you don’t answer at all.
After you’ve reached the end of a module but before time has expired, the
questions you’ve flagged to return to and the questions you haven’t answered
at all will appear on your Check Your Work page. Use this information in the
remaining moments of your testing to address as many of these questions as
possible.
C. Make Use of the Question Order
In the Reading and Writing section, each module begins with Craft and
Structure questions, followed by Information and Ideas, Standard English
Conventions, and Expression of Ideas questions. Within all but the Standard
English Conventions content domain, questions are further ordered by type,
meaning that similar questions appear together. Note, however, that Reading
and Writing questions aren’t strictly ordered by question difficulty, so within
each module you can expect to see easy, medium, and hard questions mingled.
In Math, questions are ordered by difficulty, from easiest to hardest, within each
module. While you’re free to navigate through the questions in each module and
answer them in any order you choose, you may find more success working from
the start of a given module to the end, given that the easier questions appear
earlier than the harder ones.
D. Pace Yourself
To get your best score, you need to spend the right amount of time on
each question—no more, no less. In Reading and Writing, you’ll have
about 1.2 minutes to read and answer each question, and you’ll have about
1.6 minutes to read and answer each Math question.
In general:
ƒ Reading and Writing questions in the Information and Ideas content
domain are usually the lengthiest and require the most time, on average,
while questions in the Standard English Conventions domain are typically
the briefest and take the least time, on average. Craft and Structure and
Expression of Ideas questions usually fall somewhere in between.
ƒ Math questions set in context are likely to take a bit longer to answer than
Math questions not in context, as you’ll have to spend some time and effort
reading and understanding the scenarios being laid out.
E. Know When to Move On
It may sometimes be worth it to give up on particular test questions and move
on to others for the sake of time, though you should still give your best answer
to every question, as there’s no penalty for guessing. Focus on your strengths
and avoid getting bogged down in one or more questions that stump you.

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5 PreparingYourStudentsforSuccessontheDigitalSATSuiteTests NowWhat?MakingInformationWorkforYouandYourStudents

Now What? Making Information

Work for You and Your Students
College Board provides great resources, including the digital SAT Suite of
Assessments, scores, score reports, and support from Official SAT Practice
for you and your students as you work together on goal setting for college and
career readiness.
You’ll be able to use this information to do the following:
ƒ Determine current status. Help students understand their scores and
examine the areas in which they meet—and don’t meet—the grade-level and
College and Career Readiness benchmarks.
ƒ Set attainable goals. Work with your students to determine their goals for
meeting the College and Career Readiness benchmarks before graduation.
Help them set intermediate goals along the way.
ƒ Guide students to targeted practice. Provide students with opportunities
to develop their college and career readiness skills in challenging classroom
activities. Lead them to Official SAT Practice for practice activities.
ƒ Measure progress. Remind students to check their own progress. Ask them
to arrange to meet with you and/or their counselor to discuss their progress.
ƒ Meet and exceed the standards. When students engage in goal setting and
targeted practice, measuring the progress along the way, they’re bound to
achieve their goals.
Visit sat.org/k12 to find more classroom suggestions. Contribute your own
suggestion, or ask any question about the digital SAT Suite of Assessments at
[email protected].

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A Instructional Strategies Reading and Writing Section

APPENDIX A:
Instructional
Strategies
Reading and Writing Section
ƒ The single best preparation students can undertake for the digital SAT Suite
Reading and Writing section is engaging in wide and/or deep reading and
in writing routinely for a range of tasks, purposes, and audiences.

Š Wide reading involves reading a great variety of texts on differing subjects,

while deep reading involves reading intensively about a single subject.
Both kinds of reading are capable of developing students’ comprehension
skills, metacognitive ability (i.e., the ability to monitor and adjust one’s
own reading approach), and stamina (i.e., the ability to read over an
extended period of time without fatigue or loss of understanding).
Š Students should be given a range of writing tasks over the course of
the school year. These tasks should involve both on-demand writing—
first-draft writing to a prompt under time constraints—and writing over
extended time periods and involving various aspects of the writing
process, including planning, drafting, obtaining and using feedback,
revising, editing, and publishing.

ƒ Students should engage in numerous appropriately challenging reading

and writing tasks throughout the school year.

Š Students should frequently be asked to read and demonstrate

comprehension of grade-level complex texts. Grade-level complex texts
are those that are appropriately challenging for the grade level, based
on quantitative and qualitative assessments of text complexity as well
as consideration of reader and task variables, such as how difficult the
activity is and how much (or little) students already know about the
topic under study.

– Text complexity is a critical consideration because complex texts

do things that simpler texts don’t. Relative to easier texts, complex
texts tend to present more information and ideas (and more quickly);
describe less familiar concepts or experiences; employ higher levels
of abstraction; use more intricate text and sentence structures; make
abundant use of high-utility academic vocabulary; and so on.
– It’s fine if students sometimes read texts that are “too easy” for them,
as this can give pleasure, build interest, and develop and consolidate
knowledge on various topics. The general movement across the
school year, however, should be toward steadily increasing levels of
text complexity in assigned (and potentially self-selected) texts.

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A Instructional Strategies Reading and Writing Section

Š Writing tasks should be similarly complex. They should call on

students to develop cogent arguments, clear informative/explanatory
texts, engaging narratives, or a combination. When these tasks involve
research, students should be incorporating credible, reliable sources
selectively and effectively. Revision and editing, with structure and
support from teachers, peers, and others, should be a regular part of
extended-writing projects.

ƒ Students should engage routinely in reading and demonstrating

understanding of appropriately challenging texts across subject areas
and text types as well as writing in various disciplines and using a
range of text types.

Š The Reading and Writing section includes passages in the subject areas
of literature, history/social studies, the humanities, and science. Each
subject area constructs and conveys knowledge differently, so students
should be familiar with how to productively read texts in a range of
academic disciplines.
Š Passages in the Reading and Writing section represent three main text
types: arguments, informative/explanatory texts, and narratives. As with
subject area, text type greatly influences the form and content of writing,
including the kinds of information and ideas conveyed and the structure
used to organize them.
Š Students should have a similarly varied range of writing experiences,
including writing for differing subject areas and using differing text
types (or combinations of types). This will consolidate and improve their
communication skills across a range of academic disciplines.

ƒ Students need extensive exposure to and experience with reading,

comprehending, and working with informational graphics.

Š Select Reading and Writing passages are accompanied by a table, bar

graph, or line graph. Students must be able to locate relevant data points
from such graphics, make reasonable interpretations of the data, and
integrate information conveyed graphically with that expressed in words.
Š Students should gain experience working with elements of informational
graphics, including the title, the labels used for key elements, the
quantitative data represented, and any legend or additional contextual
information provided to make the graphic easier to understand.

ƒ Students should have ample practice demonstrating the kinds of skills

and knowledge tested in the Reading and Writing section. Among the
most critical literacy-related skills and knowledge assessed by the digital
SAT Suite are the following:

Š Locating and/or reasonably inferring the main point of a text, and

identifying and using supporting details.
Š Understanding and using textual and quantitative evidence (e.g.,
quotations, facts, figures, data) to support or challenge points or claims.
Š Making reasonable text-based inferences.
Š Determining the meaning of and effectively using high-utility academic
vocabulary in context.
Š Analyzing the structure of texts, including identifying a text’s overall
organizational pattern and figuring out the contribution that important
parts of a text (e.g., particular statements) make to the text as a whole.

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A Instructional Strategies Math Section

Š Making text-supported connections between two or more texts on the

same topic or similar topics, including recognizing where the texts agree
and disagree in terms of content and/or point of view.
Š Selectively using and combining information and ideas in order to meet
writerly goals (e.g., drawing appropriate information from research notes
to introduce an artist to an audience unfamiliar with that artist’s works).
Š Using transitions effectively to logically connect and to improve the flow
of information and ideas in writing.
Š Editing sentences to ensure that they’re conventionally complete.
Š Editing sentences to conform to core Standard English usage and
punctuation conventions.

Math Section
ƒ Ensure that students practice solving multistep problems. Math questions
on assessments in the digital SAT Suite often ask students to solve more
than one problem to arrive at the correct answer.
ƒ Separate students into small working groups. Ask them to discuss how to
arrive at solutions. When their solutions are incorrect, ask them to discuss
how to make corrections. Encourage students to express quantitative
relationships in meaningful words and sentences to support their arguments
and conjectures.
ƒ Vary the types of problems in homework assignments so that students
aren’t always using the same strategy to find solutions. Students benefit
from the practice of determining the right mathematical strategy to solve
problems in addition to solving the problems correctly.
ƒ Assign students some math problems or create some classroom-based
assessments that don’t allow for the use of a calculator. While all digital
SAT Suite Math questions permit the use of a calculator, this practice
encourages greater number sense, probes students’ understanding of
content on a conceptual level, and builds student skill in determining when
it’s more efficient to answer a question without using a calculator.
ƒ Develop interest and facility in math by having students practice using math
to address tasks and problems in a wide range of subject areas. Use tables,
expressions, and graphs that students encounter in other courses to present
math as a tool that may be applied to many areas of study rather than being
relegated to math classes. Provide frequent opportunities for students to
interpret and apply math skills and knowledge in real-world and academic
contexts, particularly ones in the sciences and social studies.

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A Instructional Strategies Digital SAT Essay

Digital SAT Essay

The digital SAT Essay is only administered in certain states as part of some
students’ school day testing. The instructional strategies below, however, are
broadly useful in developing students’ literacy skills and knowledge.

ƒ The single best preparation students can undertake for the digital SAT
Essay section is engaging in wide and/or deep reading and in writing
routinely for a range of tasks, purposes, and audiences.

Š Wide reading involves reading a great variety of texts on differing subjects,

while deep reading involves reading a great deal about a single subject.
Both kinds of reading are capable of developing students’ comprehension
skills, metacognitive ability (i.e., the ability to monitor and adjust one’s
own reading approach), and stamina (i.e., the ability to read over an
extended period of time without fatigue or loss of understanding).
Š Students should be given a range of writing tasks over the course of
the school year. These tasks should involve both on-demand writing—
first-draft writing to a prompt under time constraints—and writing over
extended time periods and involving various aspects of the writing
process, including planning, drafting, obtaining feedback, revising,
editing, and publishing.

ƒ Students should engage in appropriately challenging reading and writing

tasks throughout the school year.

Š Students should frequently be asked to read and demonstrate

comprehension of grade-level complex texts. Grade-level complex texts
are those that are appropriately challenging for the grade level, based
on quantitative and qualitative assessments of text complexity as well
as consideration of reader and task variables, such as how difficult the
activity is and how much (or little) students already know about the
topic under study.

– Text complexity is a critical consideration because complex texts

do things that simpler texts don’t. Relative to easier texts, complex
texts tend to present more information and ideas (and more quickly);
describe less familiar concepts or experiences; employ higher levels
of abstraction; use more intricate text and sentence structures; make
use of high-utility academic vocabulary more frequently; and so on.
– It’s fine if students sometimes read texts that are “too easy” for
them, as this can be pleasurable and effective in knowledge building
and consolidation. The general movement across the school
year, however, should be toward steadily increasing levels of text
complexity in assigned (and potentially self-selected) texts.
ƒ Writing tasks should be similarly complex. They should call on students to
develop cogent arguments, clear informative/explanatory texts, engaging
narratives, or a combination. When these tasks involve research, students
should be incorporating credible, reliable sources selectively and effectively.
Revision and editing, with structure and support from teachers, peers, and
others, should be a regular part of extended-writing projects.

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Appendix
A Instructional Strategies Digital SAT Essay

ƒ Students should have frequent opportunities to engage in source

analysis tasks.

Š As defined here, a source analysis task involves assessing a text—in this

case, an argument—to better understand the overall point of view and
organization of a text as well as the contributions key components of the
text, such as particular statements or examples, make to the text as a whole.
Š When students analyze such texts, their goal shouldn’t be to indicate
whether or to what extent they agree or disagree with the point of view
expressed. Rather, they should seek to understand the text from the author’s
perspective and evaluate how the text is put together. Source analysis tasks,
in other words, aren’t chiefly about students’ opinions about the subjects
covered by the tasks but are instead rhetorically focused.
Š Students may be asked to examine arguments for key features, such as
those they are prompted to discuss in the Essay task:

– Evidence, such as facts or examples, used to support claims.

– Reasoning used to develop ideas and to connect claims and evidence.
– Stylistic or persuasive elements, such as word choice or appeals to
emotion, that add power to the ideas expressed.
– They may also explain different or additional rhetorical elements
of their choosing as long as they can make a good case that these
elements contribute in important ways to the persuasiveness of the
author’s argument.
Š Source analysis activities can be standalone, but they’re likely to be
more meaningful to students if they’re connected to sources they
themselves have selected and that have relevance to their other
classroom work. A source analysis task, for example, could be part of a
larger extended-writing project involving research on a topic of interest.
Š Actively participating in source analysis activities will help students
develop important competencies for analyzing text, such as recognizing
claims, weighing evidence, and assessing the reasoning used to
link claims and evidence. As an intended byproduct of such work,
students also gain a degree of objective detachment from texts. They
come to better recognize that texts have authors, that texts are trying
to accomplish things (e.g., convincing readers of the “rightness” of an
assertion), and that texts can and should be comprehended even—and
perhaps especially—when we disagree with the author’s point of view.
This doesn’t mean that students should simply accept everything they
read, but rather that they should begin from a place of understanding
regarding the author’s message before moving on to critiquing (or,
worse, simply ignoring) that message.

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Appendix
A Instructional Strategies Digital SAT Essay

ƒ Students should have regular opportunities to demonstrate and practice the

various skills and knowledge elements evaluated by the digital SAT Essay
rubric (found in Appendix B and summarized in Table 13 on page 66 ,
above). These wide-ranging literacy activities include having students

Š locate and/or reasonably infer central ideas and key details of texts as
well as the relationship between main points and details.
Š represent information and ideas in sources accurately (i.e., fairly
representing an author’s message without key omissions and without
introducing errors of fact or interpretation).
Š use textual evidence (quotations, paraphrases, or both) to demonstrate
understanding of what they’ve read.
Š evaluate an author’s use of evidence, reasoning, and/or stylistic and
persuasive elements.
Š support their claims or points in writing (or when speaking/presenting)
with relevant evidence.
Š keep their writing (or speaking/presenting) focused on successfully
accomplishing the task at hand.
Š introduce a central claim in their writing (or speaking/presenting) that
establishes a controlling idea.
Š organize their writing (or speaking/presenting) effectively.
Š vary sentence structure for meaning and reader interest when writing.
Š use words precisely when writing (or speaking/presenting).
Š maintain a consistent and appropriate style and tone in their writing
(or presentations).
Š observe the conventions of Standard English sentence structure, usage,
and punctuation in their writing.

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Appendix
B Digital SAT Essay Rubric and Sample Essays Overview

APPENDIX B:
Digital SAT Essay
Rubric and Sample
Essays

Overview
In broad terms, digital SAT Essay responses are evaluated across three
dimensions: reading (for demonstrated comprehension of the source text),
analysis (the quality of analysis of that source text), and writing (the quality of
the writing in the response). Three dimension scores are reported, each on a
scale of 2–8, the combined scores of two scorers using the three 1–4 scales in
the rubric below.
This appendix lays out the digital SAT Essay rubric at its four levels, beginning
with the highest score tier, or score band. Presentation of the levels is followed
by one or more sample student responses and an explanation of how the
scores were determined. Note that students receive three separate scores. This
means they may score higher in some dimensions than others. Note also that
the sample student responses below are verbatim transcripts and may include
infelicities and errors due to the nature of first-draft timed writing.

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B Digital SAT Essay Rubric and Sample Essays Overview

As in all digital SAT Essay administrations, the student responses below were
generated in response to the following generalized prompt:

As you read the passage below, consider how [the author] uses
◾ evidence, such as facts or examples, to support claims.
◾ reasoning to develop ideas and to connect claims and evidence.
◾ stylistic or persuasive elements, such as word choice or appeals to
emotion, to add power to the ideas expressed.

Write an essay in which you explain how [the author] builds an argument to
persuade [their] audience that [author’s claim]. In your essay, analyze how
[the author] uses one or more of the features listed in the box above (or
features of your own choice) to strengthen the logic and persuasiveness
of [their] argument. Be sure that your analysis focuses on the most
relevant features of the passage. Your essay should not explain whether
you agree with [the author’s] claims, but rather explain how [the author]
builds an argument to persuade [their] audience.

The student essays included here are in response to the following passage,
which is used with permission.

Adapted from Paul Bogard, “Let There Be Dark.” ©2012 by Paul Bogard.
Originally published in Los Angeles Times, December 21, 2012.
1 At my family’s cabin on a Minnesota lake, I knew woods so dark that my
hands disappeared before my eyes. I knew night skies in which meteors left
smoky trails across sugary spreads of stars. But now, when 8 of 10 children
born in the United States will never know a sky dark enough for the Milky
Way, I worry we are rapidly losing night’s natural darkness before realizing
its worth. This winter solstice, as we cheer the days’ gradual movement
back toward light, let us also remember the irreplaceable value of darkness.

2 All life evolved to the steady rhythm of bright days and dark nights. Today,
though, when we feel the closeness of nightfall, we reach quickly for a light
switch. And too little darkness, meaning too much artificial light at night,
spells trouble for all.

3 Already the World Health Organization classifies working the night shift
as a probable human carcinogen, and the American Medical Association
has voiced its unanimous support for “light pollution reduction efforts and
glare reduction efforts at both the national and state levels.” Our bodies
need darkness to produce the hormone melatonin, which keeps certain
cancers from developing, and our bodies need darkness for sleep. Sleep
disorders have been linked to diabetes, obesity, cardiovascular disease and
depression, and recent research suggests one main cause of “short sleep”
is “long light.” Whether we work at night or simply take our tablets,
notebooks and smartphones to bed, there isn’t a place for this much
artificial light in our lives.

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B Digital SAT Essay Rubric and Sample Essays Overview

4 The rest of the world depends on darkness as well, including nocturnal

and crepuscular species of birds, insects, mammals, fish and reptiles. Some
examples are well known—the 400 species o birds that migrate at night
in North America, the sea turtles that come ashore to lay their eggs—and
some are not, such as the bats that save American farmers billions in pest
control and the moths that pollinate 80% of the world’s flora. Ecological
light pollution is like the bulldozer of the night, wrecking habitat and
disrupting ecosystems several billion years in the making. Simply put,
without darkness, Earth’s ecology would collapse. . . .

5 In today’s crowded, louder, more fast-paced world, night’s darkness

can provide solitude, quiet and stillness, qualities increasingly in short
supply. Every religious tradition has considered darkness invaluable or
a soulful life, and the chance to witness the universe has inspired artists,
philosophers and everyday stargazers since time began. In a world awash
with electric light. . . how would Van Gogh have given the world his
“Starry Night”? Who knows what this vision of the night sky might inspire
in each of us, in our children or grandchildren?

6 Yet all over the world, our nights are growing brighter. In the United
States and Western Europe, the amount o light in the sky increases an
average of about 6% every year. Computer images of the United States
at night, based on NASA photographs, show that what was a very dark
country as recently as the 1950s is now nearly covered with a blanket of
light. Much of this light is wasted energy, which means wasted dollars.
Those of us over 35 are perhaps among the last generation to have known
truly dark nights. Even the northern lake where I was lucky to spend my
summers has seen its darkness diminish.

7 It doesn’t have to be this way. Light pollution is readily within our ability
to solve, using new lighting technologies and shielding existing lights.
Already, many cities and towns across North America and Europe are
changing to LED streetlights, which offer dramatic possibilities for
controlling wasted light. Other communities are finding success with
simply turning off portions of their public lighting after midnight. Even
Paris, the famed “city of light,” which already turns off its monument
lighting after 1 a.m., will this summer start to require its shops, offices and
public buildings to turn off lights after 2 a.m. Though primarily designed
to save energy, such reductions in light will also go far in addressing light
pollution. But we will never truly address the problem of light pollution
until we become aware of the irreplaceable value and beauty of the
darkness we are losing.

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Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 4

Score Band 4
TABLE 19. DIGITAL SAT ESSAY RUBRIC: SCORE BAND 4.

Score Reading Analysis Writing

4 Advanced: The response Advanced: The response offers Advanced: The response is
demonstrates thorough an insightful analysis of the cohesive and demonstrates
comprehension of the source text. source text and demonstrates a highly effective use and
The response shows an a sophisticated understanding command of language.
understanding of the text’s central of the analytical task. The response includes a
idea(s) and of most important The response offers a thorough, precise central claim.
details and how they interrelate, well-considered evaluation of The response includes a
demonstrating a comprehensive the author’s use of evidence, skillful introduction and
understanding of the text. reasoning, and/or stylistic conclusion. The response
The response is free of errors and persuasive elements, demonstrates a deliberate and
of fact or interpretation and/or feature(s) of the highly effective progression of
with regard to the text. student’s own choosing. ideas both within paragraphs
The response makes skillful The response contains and throughout the essay.
use of textual evidence relevant, sufficient, and The response has a
(quotations, paraphrases, or strategically chosen support wide variety in sentence
both), demonstrating a complete for claim(s) or point(s) made. structures. The response
understanding of the source text. The response focuses demonstrates a consistent
consistently on those features of use of precise word choice.
the text that are most relevant to The response maintains a formal
addressing the task. style and objective tone.
The response shows a strong
command of the conventions of
Standard Written English and is
free or virtually free of errors.

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Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 4

Sample 1
This response scored a 4/4/4.
In response to our world’s growing reliance on artificial light, writer Paul Bogard
argues that natural darkness should be preserved in his article “Let There
Be dark”. He effectively builds his argument by using a personal anecdote,
allusions to art and history, and rhetorical questions.
Bogard starts his article off by recounting a personal story – a summer spent on
a Minnesota lake where there was “woods so dark that [his] hands disappeared
before [his] eyes.” In telling this brief anecdote, Bogard challenges the audience
to remember a time where they could fully amass themselves in natural
darkness void of artificial light. By drawing in his readers with a personal
encounter about night darkness, the author means to establish the potential
for beauty, glamour, and awe-inspiring mystery that genuine darkness can
possess. He builds his argument for the preservation of natural darkness by
reminiscing for his readers a first-hand encounter that proves the “irreplaceable
value of darkness.” This anecdote provides a baseline of sorts for readers to find
credence with the author’s claims.
Bogard’s argument is also furthered by his use of allusion to art – Van Gogh’s
“Starry Night” – and modern history – Paris’ reputation as “The City of Light”.
By first referencing “Starry Night”, a painting generally considered to be
undoubtedly beautiful, Bogard establishes that the natural magnificence of
stars in a dark sky is definite. A world absent of excess artificial light could
potentially hold the key to a grand, glorious night sky like Van Gogh’s according
to the writer. This urges the readers to weigh the disadvantages of our world
consumed by unnatural, vapid lighting. Furthermore, Bogard’s alludes to Paris
as “the famed ‘city of light’”. He then goes on to state how Paris has taken steps
to exercise more sustainable lighting practices. By doing this, Bogard creates a
dichotomy between Paris’ traditionally alluded-to name and the reality of what
Paris is becoming – no longer “the city of light”, but moreso “the city of light…
before 2 AM”. This furthers his line of argumentation because it shows how
steps can be and are being taken to preserve natural darkness. It shows that
even a city that is literally famous for being constantly lit can practically address
light pollution in a manner that preserves the beauty of both the city itself and
the universe as a whole.
Finally, Bogard makes subtle yet efficient use of rhetorical questioning to
persuade his audience that natural darkness preservation is essential. He asks
the readers to consider “what the vision of the night sky might inspire in each
of us, in our children or grandchildren?” in a way that brutally plays to each of
our emotions. By asking this question, Bogard draws out heartfelt ponderance
from his readers about the affecting power of an untainted night sky. This
rhetorical question tugs at the readers’ heartstrings; while the reader may have
seen an unobscured night skyline before, the possibility that their child or
grandchild will never get the chance sways them to see as Bogard sees. This
strategy is definitively an appeal to pathos, forcing the audience to directly face
an emotionally-charged inquiry that will surely spur some kind of response. By
doing this, Bogard develops his argument, adding gutthral power to the idea
that the issue of maintaining natural darkness is relevant and multifaceted.
Writing as a reaction to his disappointment that artificial light has largely
permeated the prescence of natural darkness, Paul Bogard argues that we must
preserve true, unaffected darkness. He builds this claim by making use of a
personal anecdote, allusions, and rhetorical questioning.

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Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 4

Score Explanation
Reading – 4: This response demonstrates thorough comprehension of the source
text through skillful use of paraphrases and direct quotations. The writer briefly
summarizes the central idea of Bogard’s piece (natural darkness should be preserved;
we must preserve true, unaffected darkness) and presents many details from the
source text that support Bogard’s argument, such as referencing the personal
anecdote that opens the passage and citing Bogard’s use of Paris’ reputation as
“The City of Light.” Although there are few long direct quotations from the source
text, the writer is able to succinctly and accurately capture the entirety of Bogard’s
argument and is able to articulate how details in the source text interrelate (Van
Gogh’s “Starry Night”…urges the readers to weigh the disadvantages of…unnatural,
vapid lighting…He then goes on to state how Paris has taken steps to exercise more
sustainable lighting practices) and support Bogard’s central claim. The response
is also free of errors of fact or interpretation with regard to the source text and
illustrates advanced reading comprehension.
Analysis – 4: This response offers an insightful analysis of the source text and
demonstrates a sophisticated understanding of the analytical task. In the analysis
of Bogard’s use of personal anecdote, allusions to art and history, and rhetorical
questions, the writer is able to explain carefully and thoroughly how Bogard
builds his argument over the course of the passage. For example, the writer offers
a possible reason for why Bogard chose to open his argument with a personal
anecdote (In telling this brief anecdote, Bogard challenges the audience to remember
a time where they could fully amass themselves in natural darkness void of artificial
light) and is also able to describe the overall effect of that choice on his audience: By
drawing in his readers with a personal encounter…the author means to establish the
potential for beauty, glamour, and awe-inspiring mystery that genuine darkness can
possess…reminiscing for his readers…proves the “irreplaceable value of darkness.”
This anecdote provides a baseline of sorts for readers to find credence with the author’s
claims. Although each of these sentences by itself may appear to be based on
assertions, the way that the writer builds this analysis indicates an understanding
of the overall effect of Bogard’s personal narrative, both in terms of its function in
Bogard’s argument (boosting the readers’ credence with the author’s claims) and in
terms of how it affects his audience (convincing them to fully amass themselves in
darkness’s potential for beauty, glamour, and awe-inspiring mystery). Therefore, the
writer has offered a thorough and well-considered evaluation of Bogard’s choices
and decisions in building his argument. This type of insightful analysis is evident
throughout the response and indicates advanced analytical skill.
Writing – 4: The response is cohesive and demonstrates highly effective use and
command of language. The response contains a precise central claim (He effectively
builds his argument by using personal anecdote, allusions to art and history, and
rhetorical questions), and each body paragraph is tightly focused on those three
elements of Bogard’s text. There is a clear, deliberate progression of ideas within
paragraphs and throughout the response as a whole. The writer’s brief introduction
and conclusion are skillfully written (Writing as a reaction to his disappointment that
artificial light has largely permeated the prescence of natural darkness) and perfectly
encapsulate both the main ideas of Bogard’s piece as well as the overall structure
and argument of the writer’s analysis. There is a consistent use of both precise
word choice and insightful turns of phrase that illustrate the writer’s advanced
writing skill (the natural magnificence of stars in a dark sky is definite; our world
consumed by unnatural, vapid lighting; the affecting power of an untainted night
sky). Moreover, the response features a wide variety in sentence structures and
many examples of complex sentences: By doing this, Bogard creates a dichotomy
between Paris’ traditionally alluded-to name and the reality of what Paris is becoming
– no longer ‘the city of light’, but moreso ‘the city of light…before 2 AM. Overall, the
response demonstrates a strong command of the conventions of written English
and exemplifies advanced writing proficiency.

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Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 3

Score Band 3
TABLE 20. DIGITAL SAT ESSAY RUBRIC: SCORE BAND 3.

Score Reading Analysis Writing

3 Proficient: The response Proficient: The response Proficient: The response

demonstrates effective offers an effective analysis is mostly cohesive and
comprehension of the source text. of the source text and demonstrates effective use
The response shows an demonstrates an understanding and control of language.
understanding of the text’s central of the analytical task. The response includes a central
idea(s) and important details. The response competently claim or implicit controlling idea.
The response is free of evaluates the author’s use The response includes an
substantive errors of fact of evidence, reasoning, effective introduction and
and interpretation with and/or stylistic and persuasive conclusion. The response
regard to the text. elements, and/or feature(s) of demonstrates a clear progression
the student’s own choosing. of ideas both within paragraphs
The response makes appropriate
use of textual evidence The response contains relevant and throughout the essay.
(quotations, paraphrases, and sufficient support for The response has variety in
or both), demonstrating an claim(s) or point(s) made. sentence structures. The response
understanding of the source text. The response focuses primarily demonstrates some precise word
on those features of the text choice. The response maintains
that are most relevant to a formal style and objective tone.
addressing the task. The response shows a good
control of the conventions of
Standard Written English and
is free of significant errors that
detract from the quality of writing.

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Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 3

Sample 2
This response scored a 4/3/4.
Paul Bogard, a respected and passionate writer, offers a convincing argument on
the importance of allowing more darkness to fill the earth for distinct health and
ecological reasons. With light providing as such a huge factor in daily life, we
sometimes forget that darkness can have more healing abilities, and allows nature
to return to a nonartificial, primitive state. Bogard uses personal observation for
credibility, stirring feelings, and startling facts to deliver a powerful argument.
Throughout the passage, Bogard remains nostalgic about his childhood: “At
my family’s cabin on a Minnesota lake, I knew woods so dark that my hands
disappeared before my eyes. I knew night skies in which meteors left smoky
trails across sugary spreads of stars....This winter solstice, as we cheer the days’
gradual movement back toward light, let us also remember the irreplaceable value
of darkness.” The description of nature and the stunningly beautiful imagery
creates a feeling of deep respect for the darkness. We share in Bogard’s view
and as a result, Bogard has undeniable credibility. Bogard knows the power of
darkness and through his childhood memories, we lean our ears to listen to him.
Even though credibility makes many appearences throughout the passage, it
would have no real meaning without evoking emotion. Bogard strikes the people
who disagree with him when he says, “Our bodies need darkness to produce the
hormone melatonin, which keeps certain cancers from developing and our bodies
need darkness for sleep. Sleep disorders have been linked to diabetes, obesity,
cardiovascular disease and depression, and recent research suggests one main
cause of ‘short sleep’ is ‘long light’.” Bogard’s statement dissolves any doubt, but
builds up new feeling. We finally see the true importance of allowing our world
to temporarily succumb to darkness. Through the emotion Bogard evokes, we
suddenly feel defensive in preserving the darkness for the sake of our mental and
physical health. Bogard even makes us think about the future generations: “In a
world awash with electric light...how would Van Gogh have given the world his
‘starry night’? Who knows what this vision of the night sky must inspire in each
of us, in our children or grandchildren?”
In order to achieve proper credibility and stir emotion, undeniable facts must
reside in passage. Bogard has completed his research, and uses it to further his
case: “The rest of the world depends on darkness as well, including nocturnal
and crepuscular species of birds, insects, mammals, fish, and reptiles. Some
examples are well known—the 400 species of birds that migrate at night in North
America, the sea turtles that come to lay their eggs—and some are not, such as
the bats that save American farmers billions in pest control and the moths that
pollinate 80% of the world’s flora.” Using the facts about animals, Bogard extends
the argument beyond humans, allowing us to see that darkness does not only
have an impact on us, but all of nature. Bogard then says, “In the United States
and Western Europe, the amount of light in the sky increases an average of
about 6% every year.... Much of this light is wasted energy, which means wasted
dollars. Those of us over 35 are perhaps among the last generation to have known
truly dark nights.” However, Bogard extends the facts to offer various solutions to
wasted and excessive light, such as changing LED streetlights and reducing the
use of lights in public buildings and homes during the night. Bogard builds up
our world, and then breaks it down in our minds with his writing: “Simply put,
without darkness, Earth’s ecology would collapse....”
We can still save our world according to Bogard. We must see the strength and
beauty in the darkness, and remember how our world survived without lights. Light
can be acceptable, but too much of it can prove worse than permanent darkness.

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Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 3

Score Explanation
Reading – 4: This response demonstrates thorough comprehension of Bogard’s
text. The writer captures the central idea of the source passage (the importance
of allowing more darkness to fill the earth for distinct health and ecological
reasons) and accurately quotes and paraphrases many important details from the
passage that support Bogard’s argument. Moreover, the writer demonstrates an
understanding of how these details interrelate. In the third body paragraph, for
example, the writer not only presents details from Bogard’s text about the effects
of darkness upon nature but also indicates comprehension of how those facts
relate to both research on humans and proposed solutions to the problem (Using
the facts about animals, Bogard extends the argument beyond humans; Bogard
extends the facts to offer various solutions…such as changing LED streetlights…
“Simply put, without darkness, Earth’s ecology would collapse”). This technique
of describing how different details in Bogard’s text relate to each other is also
evident in the second body paragraph where the writer connects concerns about
our well-being with that of future generations: fear-inducing facts about the sake
of our mental and physical health and anxiety for our children or grandchildren.
In addition, the response is free of any errors of fact and interpretation, and the
writer makes skillful use of textual evidence throughout the response. Overall,
then, this response demonstrates advanced reading comprehension.
Analysis – 3: The writer demonstrates an understanding of the analytical task
by analyzing three ways Bogard builds his argument (personal observation for
credibility, stirring feelings, and startling facts to deliver a powerful argument).
Throughout the course of the response, the writer discusses Bogard’s use of these
three elements and is able to move past asserting their significance to arrive at
an effective analysis of the effects of these techniques on Bogard’s audience. In
the second body paragraph, for example, the writer states, Bogard’s statement
dissolves any doubt, but builds up new feeling. We finally see the true importance
of allowing our world to temporarily succumb to darkness. Through the emotion
Bogard evokes, we suddenly feel defensive in preserving the darkness for the sake of
our mental and physical health. Effective analysis is also evident in the first body
paragraph where the writer discusses the audience’s possible reaction to reading
about Bogard’s experience with darkness as a child (The description of nature
and the stunningly beautiful imagery creates a feeling of deep respect…as a result,
Bogard has undeniable credibility. Bogard knows the power of darkness and through
his childhood memories, we lean our ears to listen to him). These points of analysis
would have been stronger had the writer perhaps elaborated more on how or
why they build Bogard’s argument. However, the writer nevertheless competently
evaluates Bogard’s use of personal observation, emotions, and facts and provides
relevant and sufficient support for each claim, demonstrating effective analysis.
Writing – 4: The writer demonstrates highly effective use and command of
language in this cohesive response. The response includes a precise central claim
(Bogard uses personal observation for credibility, stirring feelings, and startling
facts to deliver a powerful argument), and each of the subsequent paragraphs
remain focused on the topics set forth in that central claim. There is a deliberate
progression of ideas both within paragraphs and throughout the response.
Moreover, the response demonstrates precise word choice and sophisticated turns
of phrase (temporarily succumb to darkness; remains nostalgic about his childhood;
dissolves any doubt). The concluding paragraph is skillful for its precise word
choice and complex sentence structures (We must see the strength and beauty in
the darkness, and remember how our world survived without lights. Light can be
acceptable, but too much of it can prove worse than permanent darkness). Overall,
this response demonstrates advanced writing skill.

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Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 3

Sample 3
This response scored a 3/3/3.
Paul Bogard, author of “Let There Be Dark” has structurely emphasized why
darkness is beneficial, and he also recognizes some individuals who are
depleting our darkness. Whether an individual loves being baked by the sun, or
loves the cool night breeze, dark will always accompany us in our world.
Bogard points out the people who take “[their] tablets, notebooks and
smartphones to bed,” because he knows that our world is technologically
advanced and a majority of people use it 24/7. As a reader, one may feel guilty
after reading this paragraph because they know that they are an individual who
brings technology to bed. Bogard knows that this will interest readers because
it applies to their daily life. One may argue that taking a tablet to bed doesn't
get rid of darkness, it only enlightens them on the latest gossip. This is one
example of how were letting technology and social media run our lives. Bogard
clearly embedded this fact into his story because he knows that it will affect a
lot of Americans.
Most people wouldn’t consider lighting up a dark room as light pollution, but
Bogard gives this activity a name. Bogard mentions tourist attractions, Europe
and Paris, to persuade readers to quit the emission of light. Even though Paris
is “the [famous] city of lights,” they are willing to turn off the monument lights,
shop & offices lighting, and also public building lights in order to combat light
pollution. The reductions in lighting will not only save energy, but also help with
the light pollution problem; turning off lights can be beneficial in many different
ways. Bogard uses famous places to prove that this is a world-wide issue.
Bogard uses emotional appeal when he mentions the different types of species
that benefit from darkness. Most people are more sensitive towards animals,
rather than just plain facts and figures. Bogard uses the fourth paragraph
to describe how animals and farmers will be affected by light pollution. The
species on our planet are our responsibility because they have nobody to tell us
what is right or wrong for them. Bogard makes it obvious that light pollution is
not only affecting our citizens, but our animals.
Bogard also uses emotion to persuade the reader when he asks, “Who knows
what this vision of the night sky might inspire in each of us?” This could be
emotional for some people or parents because Bogard is mainly stating that
without the night sky, many of us would not have some advanced thoughts.
Everybody is this world wants to succeed at something, and this question may
make people think about how light pollution can affect their future. Bogard’s
stylistic approach to hook the reader in was achieved at this point. Not all
people may care how light pollution may affect the animals around us, but most
people care about themselves and their loved ones around them.
Bogard also explains how “darkness [produces] the hormone melatonin.” Many
people may be shocked by this because they realize that light pollution and
bringing tablets to bed is something that will affect their health. Melatonin is
key to everyone’s healthy sleep habits. This part incorporates reasoning and
emotion. Without the darkness that is created naturally, none of us would be
able to sleep, resulting in sleep disorders.
With the use of emotion, and facts, Bogard has completely involved the reader
in an issue that they may not think is apparent.

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Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 3

Score Explanation
Reading – 3: This response exhibits effective comprehension of the source
text. The writer opens by describing the passage’s central idea (Bogard…has
structurely emphasized why darkness is beneficial, and he also recognizes some
individuals who are depleting our darkness) and then proceeds to address key
details from the source text. These details include the rise in artificial light for
people who take “[their] tablets, notebooks and smartphones to bed,” which is
something that will affect their health because “darkness [produces] the hormone
melatonin, and that Paris is reducing light pollution” (Even though Paris is “the
[famous] city of lights,” they are willing to turn off the monument lights, shop &
offices lighting, and also public building lights). The writer also brings up how
animals and farmers will be affected by light pollution and Bogard’s mention of
what the “vision of the night sky might inspire in each of us.” These references
to the source text’s important details, captured through effective quotation and
paraphrasing, demonstrate the writer’s proficient comprehension of Bogard’s
argument.
Analysis – 3: The writer provides proficient analysis of Bogard’s argument
in this response. The most clearly developed point of analysis is the writer’s
evaluation of how Bogard’s question about “what this vision of the night sky
might inspire” in the viewer serves to hook the reader in. After asserting that
This could be emotional for some people in that Everybody…wants to succeed at
something, and this question may make people think about how light pollution can
affect their future, the writer offers justification for why this would be persuasive:
Not all people may care how light pollution may affect the animals…but most
people care about themselves and their loved ones. Other analytical attempts in
the response only reach the level of assertion as the writer does not attempt to
elaborate on these points (As a reader, one may feel guilty…because they know
that they are an individual who brings technology to bed; Most people are more
sensitive towards animals, rather than just plain facts). However, the writer’s
effective analysis of Bogard’s hook, which presents a persuasive effect (making
readers think about how light pollution can affect their future) and explains how
it functions (most people care about themselves), is sufficient to demonstrate a
proficient understanding of the analytical task.
Writing – 3: This response is mostly cohesive and shows the writer’s effective
use of language. The brief introduction presents the source text’s central idea
and provides an entry into the writer’s points. Though it does not offer an
explicit central claim or thesis, the response’s conclusion does point out the
two main elements the writer focuses on: With the use of emotion, and facts,
Bogard has completely involved the reader. Topic sentences and other transitions
between paragraphs (Bogard uses emotional appeal when he mentions; Bogard
also uses emotion to persuade the reader when he asks; Bogard also explains how)
show a progression of ideas in the response, as does the internal development
within those paragraphs: Bogard points out the people… As a reader, one may
feel guilty… Bogard knows that this will interest readers because… This is one
example…. The writer also utilizes some more complex sentence constructions
(The reductions in lighting will not only save energy, but also help with the light
pollution problem; turning off lights can be beneficial in many different ways) and a
few precise word choices (Whether an individual loves being baked by the sun, or
loves the cool night breeze, dark will always accompany us in our world; One may
argue that taking a tablet to bed doesn’t get rid of darkness, it only enlightens them
on the latest gossip). Overall, these features demonstrate effective writing skill
and proficient language control.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 2

Score Band 2
TABLE 21. DIGITAL SAT ESSAY RUBRIC: SCORE BAND 2.

Score Reading Analysis Writing

2 Partial: The response Partial: The response offers Partial: The response
demonstrates some limited analysis of the source demonstrates little or no
comprehension of the source text. text and demonstrates only cohesion and limited skill in the
The response shows an partial understanding of use and control of language.
understanding of the text’s the analytical task. The response may lack a clear
central idea(s) but not of The response identifies and central claim or controlling
important details. attempts to describe the author’s idea or may deviate from
The response may contain errors use of evidence, reasoning, the claim or idea over the
of fact and/or interpretation and/or stylistic and persuasive course of the response.
with regard to the text. elements, and/or feature(s) of The response may include an
the student’s own choosing, ineffective introduction and/or
The response makes
but merely asserts rather than conclusion. The response may
limited and/or haphazard
explains their importance, demonstrate some progression
use of textual evidence
(quotations, paraphrases, Or one or more aspects of of ideas within paragraphs but
or both), demonstrating the response’s analysis are not throughout the response.
some understanding of the unwarranted based on the text. The response has limited variety
source text. The response contains little in sentence structures; sentence
or no support for claim(s) structures may be repetitive. The
or point(s) made. response demonstrates general or
The response may lack a clear vague word choice; word choice
focus on those features of the may be repetitive. The response
text that are most relevant to may deviate noticeably from a
addressing the task. formal style and objective tone.
The response shows a limited
control of the conventions of
Standard Written English and
contains errors that detract
from the quality of writing and
may impede understanding.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 2

Sample 4
This response scored a 3/2/3.
Paul Bogard’s essay about the necessity of darkness captures the reader’s
attention. He brilliantly gave examples of why darkness is essential and how
darkness can benefit human life. His use of syntax also supports his essay to
have very reasonable and valid points.
Bogard starts out by giving one example from his own personal experience at
his family’s cabin on a Minnesota lake. He describes the Milky Way and the
night sky in all of it’s brilliance. He then portrays how 8 out of 10 children born
in the United States will never know a sky darky enough for the Milky Way. By
this point, Bogard is building up pathos within his essay. The reader begins
to feel pity for those 8 in 10 children who will never get the chance to see the
sky in its truest and most real form. Bogard then explains how much turning a
light switch on and off is taken for granted. This is an example of logos because
the reader can sense that that is what life has come down to. It is evident that
the world today is dependent upon electricity, and Bogard does a fabulous job
gathering evidence for this argument that darkness has been undermined.
Some other examples that Bogard gives are the issues of light pollution and
nocturnal animals. He explains that our bodies need darkness to produce
certain hormones which can prevent certain diseases and illnesses. Also, he
claims how animals are dependent upon the darkness and without darkness,
“Earth’s ecology would collapse.” Then he goes on to talk about the previous
centuries and how they did not rely on electricity to live their everyday lives.
One of the most famous paintings in history was done centuries ago and was
called “Starry Night,” by Vincent Van Gogh. Bogard explains how the night
sky can be inspiring which causes more pathos to build up within the reader,
causing them to think about the importance of the darkness and beauty of
nighttime.
After giving examples of how darkness is taken for granted, Bogard provides
a solution. This is logos. He tells the reader that the over usage of light and
electricity doesn’t have to be that way and by making a few minor changes,
the world can be different. Giving examples of everyday life and providing a
solution, Bogard brilliantly portrayed the need and importance of darkness in
everyday life.

SAT Suite of Assessments Teacher Implementation Guide

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B Digital SAT Essay Rubric and Sample Essays Score Band 2

Score Explanation
Reading – 3: This response shows an effective understanding of the passage.
The writer demonstrates comprehension of the argument’s central idea by noting
that Bogard writes about the necessity of darkness and portrayed the need and
importance of darkness in everyday life. This understanding is supported by the
writer’s use of important details from the source text, like citing Bogard’s family’s
cabin on a Minnesota lake where He describes the Milky Way and the night sky,
which 8 out of 10 children born in the United States won’t ever see. The writer also
discusses how our bodies need darkness to produce certain hormones which can
prevent certain diseases, brings up how animals are dependent upon the darkness
and without darkness, “Earth’s ecology would collapse,” references “Starry Night”
as an example of how the night sky can be inspiring, and briefly mentions how
much turning a light switch on and off is taken for granted and that people in the
previous centuries…did not rely on electricity to live their everyday lives. This
demonstration of appropriate paraphrasing and quoting from the source text,
along with the writer’s understanding of the central idea, demonstrates the
writer’s proficient reading comprehension.
Analysis – 2: This response offers limited analysis of Bogard’s argument. The
writer identifies a few persuasive elements from the passage, like the use of
pathos and evidence, but only provides an unexplained claim about how pathos
influences readers. The writer states that the passage is building up pathos in
the discussion of how 8 out of 10 children…will never know a sky darky enough
for the Milky Way and asserts The reader begins to feel pity for those 8 in 10
children who will never get the chance to see the sky in its truest and most real
form. The response then moves on without elaborating on this idea, though, and
does not try to explain why readers would feel pity because of this statistic or
how generating this feeling would lead them to agree with Bogard’s argument
to preserve darkness. The writer’s other analytical attempts are ineffective, as
they do not develop a claim about what effect the features have on the audience:
Bogard does a fabulous job gathering evidence for this argument; the night sky
can be inspiring which causes more pathos…causing them to think about the
importance of the darkness and beauty of nighttime. However, because the writer
has asserted the effect of pity, the response does show a partial understanding
of the analytical task.
Writing – 3: This response is mostly cohesive and exhibits proficient language
control. The introduction presents a central claim (He brilliantly gave examples
of why darkness is essential; His use of syntax also supports his essay) that the
response mostly follows, and the writer uses transitions to clearly signal how
Bogard’s ideas develop: Bogard starts out by giving one example; He then portrays
how; By this point, Bogard is building; Some other examples that Bogard gives are;
Then he goes on to talk about. Some sentences show variation in their structures
(It is evident that the world today is dependent upon electricity, and Bogard does a
fabulous job gathering evidence for this; After giving examples of how darkness is
taken for granted, Bogard provides a solution), and the writer occasionally uses
precise word choices: brilliantly; inspiring; necessity. These features are marks of
effective organization and language use, demonstrating proficient writing skill.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 2

Sample 5
This response scored a 2/2/2.
In Paul Bogard’s essay “Let there Be Dark” he emphasizes the importance of
natural darkness. Bogard begins his argument by first providing a story from
his personal experience, appealing to the reader by adding imagery. “I knew
night skies in which meteors left smoky trails across sugary spreads of stars.”
In this sentence, Bogard depicts the beauty of natural darkness using detail.
Bogard continues with comparing his personal perspective of natural darkness
in the past to society’s perspective in the present. “Today, though, when we feel
the closeness of night fall, we reach quickly for a light switch.” Implying that
the times have definitely changed and natural darkness’s value has been lost
in society, replaced with artificial light. This example gives Bogard a sense of
voice and his use of comparison is definitely effective.
Bogard supports his claims about natural darkness’s underrated value by
providing the reader with evidence of health problems that the opposite
replacement, artificial light, can cause. “Our bodies need darkness to produce the
hormone melatonin, which keeps certain cancers from developing.” Oh, no! Not
cancer! Right there is a quick attention grabber to any reader previously bored by
Bogard’s constant opinions because now there are facts, and a fact relating to the
reader is the best persuasion, especially when it relates to there health or well-
being. Cancer, because who wants a terminal illness over an action as simple as
flipping a switch on a night light when it’s too dark for your comfort?

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 2

Score Explanation
Reading – 2: This writer demonstrates some comprehension of the passage. In
the first paragraph, the writer conveys the passage’s broad central idea—that
Bogard emphasizes the importance of natural darkness—and discusses Bogard’s
comparison of his personal past to society’s present use of light. Here, the
writer offers an interpretation of one of the author’s points: [Bogard implies]
that the times have definitely changed and natural darkness’s value has been lost
in society, replaced with artificial light. In the following paragraph, the writer
continues by briefly citing Bogard’s point about the negative health implications
of too much natural light. However, this is the last evidence of understanding
the writer provides. The essay ends almost immediately after, and with
this limited coverage of textual details, the writer demonstrates only partial
understanding of the source text.
Analysis – 2: The response offers some, but limited, analysis, demonstrating
only partial understanding of the analytical task. The writer identifies Bogard’s
use of imagery in the story of meteors in the night sky and then asserts that this
imagery appeals to the reader but offers no further discussion of Bogard’s use
of imagery and how it contributes to his argument. The writer also references
the comparison Bogard makes between his youth and now and says that
the comparison gives Bogard a sense of voice but doesn’t explain why this
comparison contributes to Bogard’s voice or how establishing a particular
voice works for Bogard’s argument. The writer offers one additional point of
analysis, asserting that Bogard’s reference to cancer is a quick attention grabber
and claims that the use of a fact relating to the reader is the best persuasion,
especially when it relates to there health or well-being. However, the writer does
not elaborate on this point further or attempt to explain why bringing up health
is an effective tactic. In each instance of analysis in this response, the writer
identifies the use of evidence or rhetorical features but asserts rather than
explains their importance.
Writing – 2: This response demonstrates limited cohesion and only some skill
in the use of language. Although a controlling idea can be found in the topic
sentences of the two paragraphs (Bogard begins his argument by first providing
a story; Bogard supports his claims…by providing the reader with evidence), there
is no indication of an introduction or conclusion to frame ideas or any other
organizing structure to indicate consistent development. Overall, sentences are
clear and there are no problematic issues with conventions of standard written
English. However, by the end of this short response, the writer has deviated
from a formal style and objective tone: Oh, no! Not cancer! Right there is a quick
attention grabber to any reader previously bored by Bogard’s constant opinions.
The essay concludes with a rhetorical question that also strays from a formal
tone: Cancer, because who wants a terminal illness over an action as simple
as flipping a switch on a night light when it’s too dark for your comfort? On the
whole, therefore, this response shows only partial evidence of cohesion and
control of language.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 1

Score Band 1
TABLE 22. DIGITAL SAT ESSAY RUBRIC: SCORE BAND 1.

Score Reading Analysis Writing

1 Inadequate: The response Inadequate: The response Inadequate: The response

demonstrates little or no offers little or no analysis or demonstrates little or no cohesion
comprehension of the source text. ineffective analysis of the source and inadequate skill in the use
text and demonstrates little or no and control of language.
The response fails to show
understanding of the analytical
an understanding of the text’s The response may lack a clear
task.
central idea(s), and may include central claim or controlling idea.
only details without reference to The response identifies without
The response lacks a
central idea(s). explanation some aspects of
recognizable introduction and
the author’s use of evidence,
The response may contain conclusion.
reasoning, and/or stylistic
numerous errors of fact and/or
and persuasive elements, The response does not have a
interpretation with regard to the
and/or feature(s) of the student’s discernible progression of ideas.
text.
choosing,
The response lacks variety in
The response makes little or
Or numerous aspects of sentence structures; sentence
no use of textual evidence
the response’s analysis are structures may be repetitive.
(quotations, paraphrases, or
unwarranted based on the text.
both), demonstrating little or The response demonstrates
no understanding of the source The response contains little or no general and vague word choice;
text. support for claim(s) or point(s) word choice may be poor or
made, or support is largely inaccurate. The response may
irrelevant. lack a formal style and objective
tone.
The response may not focus
on features of the text that are The response shows a weak
relevant to addressing the task, control of the conventions of
Standard Written English and
Or the response offers no
may contain numerous errors that
discernible analysis (e.g., is
undermine the quality of writing.
largely or exclusively summary).

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 1

Sample 6
This response scored a 3/1/3.
Paul Bogard is very persuasive throughout this published work. He explains
and persuades that natural darkness should be preserved. In the beginning,
he makes his argument by giving a statistic about children born in the United
States and how their experiences with a true dark night are different from when
he was a child himself. He says, “8 out of 10 children born in the United states
will never know a sky dark enough for the Milky Way, I worry we are rapidly
losing night’s natural darkness before realizing it’s worth.”
Next, he explains that as soon as night time hits, everyone automatically
reaches for a light switch. He explains that the “World Health Organization
classifies working the night shift as probable human carcinogen...” He says
that humans need darkness to produce the hormone melatonin. Melatonin
keeps certain cancers from developing. We also need darkness for sleep. Not
having enough sleep leads to other health issues such as diabetes, obesity, and
depression. He says that humans have too much artificial light that comes from
things like cell phones when we go to bed.
He also tells us that not only do humans rely on natural darkness but so do
nocturnal and crepuscular species of birds, insects, mammals, fish, and reptiles.
So many different species rely on darkness to live like birds that migrate,
sea turtles that lay their eggs, and bats that control pests for farmers crops.
“Ecological light pollution is like a bulldozer of the night, wrecking habitat and
disrupting ecosystems... without darkness, Earth’s ecology would collapse...”
He says that even though our world is on-going and at such a fast pace, we can
still provide “solitude, quiet and stillness.” He questions how could we have
such nice things such as Van Gogh’s “Starry Night” without natural darkness?
He talks about our nights are growing brighter and brighter. Back in the 1950’s
compared to now, the United States was really dark and now it’s bright and lit
up all the time. He says that only a small percentage of people on Earth today
know what a true dark night is.
He offers a solution to this problem. He says we can go to what Europe has done
to shrink artificial light use. And even what Paris has done: Use LED lights and
streetlights and cut off big light/energy users after a certain time.
Paul Bogard has a lot of argumentative statements that prove we are more corrupt
people by using more artificial light instead of natural darkness. He says it affects
our ecosystems and can be related to diseases that are common in a lot of people.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 1

Score Explanation
Reading – 3: The writer shows proficient comprehension of Bogard’s argument.
The introduction presents the passage’s central idea (He explains and persuades
that natural darkness should be preserved) and begins describing the important
details used in its support: a statistic about children born in the United States and
how their experiences with a true dark night are different from when he was a child.
The writer continues to bring up Bogard’s main points, addressing the increase
in artificial light that comes from things like cell phones when we go to bed and
the health risks such as diabetes, obesity, and depression related to poor sleep;
the fact that So many different species rely on darkness to live that our “Ecological
light pollution is like a bulldozer of the night”; that while in the 1950’s compared
to now, the United states was really dark and now it’s bright and lit up all the time;
and that Bogard suggests we can go to what Europe has done to shrink artificial
light use by changing streetlights and reducing lighting hours. This coverage
of the source text’s key points, through competent paraphrase and quotations,
demonstrates the writer’s effective understanding of the passage.
Analysis – 1: This response offers no analysis of Bogard’s argument. Rather
than identifying elements from the source text that are persuasive and attempting
to describe their importance, the writer merely summarizes the information
that Bogard provides in the passage. This can be seen in the way the response
recounts points from the source text (He says that humans need darkness; He
says that humans have too much artificial light; even though our world is on-going
and at such a fast pace, we can still provide “solitude, quiet and stillness”; He talks
about how our nights are growing brighter) without discussing any aspect of what
persuasive effect they might have. Because the response is exclusively summary
and does not attempt to evaluate the persuasiveness of Bogard’s argument, it
displays an inadequate understanding of the analytical task.
Writing – 3: This mostly cohesive response demonstrates proficient use and
control of language. While the introduction does not offer a central claim and
instead launches directly into discussion of Bogard’s points, the response does
follow an implicit controlling idea as the writer addresses these points in the
order in which they appear in the passage. This creates a clear progression of
ideas as the writer moves from Bogard’s personal anecdote to the health effects
of artificial light on humans and animals, to the loss of sights like Van Gogh’s
“Starry Night” in a brightening world, and then to Bogard’s suggested solutions.
The writer’s sentences are clear and free of significant errors, though a few use
a slightly repetitive structure (He says that humans need darkness; He says that
humans have too much artificial light; He talks about our nights). As a whole, the
response displays the writer’s effective use of language.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 1

Sample 7
This response scored a 2/1/2.
Paul Bogard builds a very persuasive argument to persuade his audience that
natural darkness should be preserved. Bogard uses many features such as
touch, feeling, seeing or even our own senses. Touching all of these features
within Bogard’s essay will make his argument stronger on wheather natural
darkness should be preserved.
One of the senses Bogard uses within his essay is touch. He concludes that
many species depend on the darkness. I think that this is an important part
to Bogard’s essay because it is showing that not only humans depend on this.
Darkness tends to evolve all over the world for a variety of things.
Another sense that Bogard uses is feeling. He compares the rythm into which
light and dark days exist. Many medical centers have concluded that are bodies
need darkness to produce many different hormones and to continue with
processes to keep us alive. Paul shows how many different characteristics affect
how important darkness is to a human body.
In Bogard’s essay he talks about many different religious tradition that vaule
darkness. I think that this topic Bogard uses appeals to emotion to many
different religious groups. Giving evidence of a historical artist Van Gogh adds a
lot of emotion to this particular essay.
In Bogard’s essay he provides information about technologies that are
determining different light fixtures. Comparing how cities and towns across the
world are changing thier ways of light is going to be wasted.
I think that Bogard’s essay is particulary strong. He uses a lot of evidence with
emotion. Providing a variety of different examples on how darkness should be
perserved gives a lot of power to the ideas that are expressed.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 1

Score Explanation
Reading – 2: This response demonstrates some understanding of the source
text. The writer captures Bogard’s central idea by repeating the prompt’s
summary statement about the importance of preserving natural darkness and
includes a few details from the source text that support this central idea. The
writer references the fact that many species depend on the darkness, that are
bodies need darkness to produce many different hormones, that different religious
tradition that vaule darkness, and that Bogard compares how cities and towns
across the world are changing thier ways of light. However, despite citing these
details, whenever the writer moves beyond language taken directly from the
passage and attempts to summarize a point Bogard has made, the interpretation
is often unclear or inaccurate (Darkness tends to evolve all over the world for a
variety of things; In Bogard’s essay he provides information about technologies
that are determining different light fixtures). Overall, therefore, this essay
demonstrates only limited comprehension of Bogard’s argument.
Analysis – 1: This writer has an ineffective understanding of the analytical task.
The writer identifies Bogard’s use of touch, feeling, seeing or even our own senses
as aspects that build Bogard’s argument. However, the writer is unable to express
how Bogard uses these elements specifically. For example, in the first body
paragraph, the writer claims that One of the senses Bogard uses within his essay
is touch, but none of the ensuing discussion in this paragraph relates to touch at
all. Instead, the writer merely goes on to summarize that Bogard concludes that
many species depend on the darkness. In the ensuing paragraph, the writer tries to
address Bogard’s use of feeling, but again, the discussion does not clearly explain
how the examples cited from the source text relate to “feeling.” In the fourth
paragraph, the writer is on the right track by identifying that Bogard uses emotion
to build his argument, but the writer doesn’t extend beyond identification: I
think that this topic Bogard uses appeals to emotion to many different religious
groups. Giving evidence of a historical artist Van Gogh adds a lot of emotion to this
particular essay. The writer merely identifies these as appeals to emotion but
doesn’t try to explain the effect these examples have on readers’ emotions—how
they might be used to influence readers or otherwise build Bogard’s argument. All
this demonstrates little analysis of the source text.
Writing – 2: This response demonstrates limited cohesion and skill in the use
and control of language. The writer has provided a skeletal organizational
structure for the essay, with a brief introduction that sets up the writer’s central
claim and a standard six-paragraph format that roughly follows the order of the
points the writer intends to discuss: Bogard uses many features such as touch,
feeling, seeing or even our own senses. However, the essay lacks a progression of
ideas within paragraphs; instead, ideas are disconnected from one another, so
although the essay has the appearance of being ordered into logical paragraphs,
the actual content of those paragraphs does not demonstrate cohesion. In many
instances, in fact, the writer has separated a single idea into separate sentence/
fragment combinations that give the illusion of more robust paragraphs than
actually exist (for example, the entirety of the fifth paragraph: In Bogard’s essay
he provides information about technologies that are determining different light
fixtures. Comparing how cities and towns across the world are changing thier
ways of light is going to be wasted). In this essay, organization and language
errors detract from the quality of the writing and often impede understanding,
demonstrating limited writing skill.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 1

Sample 8
This response scored a 2/1/1.
In “Let there Be dark,” Paul Bogard talks about the importance of darkness.
Darkness is essential to humans. Bogard states, “Our bodies need darkness to
produce the hormone melatonin, which keeps certain cancers from developing,
and our bodies need darkness for sleep, sleep. Sleep disorders have been linked
to diabetes, obesity, cardiovascular disease and depression and recent research
suggests are main cause of “short sleep” is “long light.” Whether we work at
night or simply take our tablets, notebooks and smartphones to bed, there isn’t
a place for this much artificial light in our lives.” (Bogard 2). Here, Bogard talks
about the importance of darkness to humans. Humans need darkness to sleep
in order to be healthy.
Animals also need darkness. Bogard states, “The rest of the world depends on
darkness as well, including nocturnal and crepuscular species of birds, insects,
mammals, fish and reptiles. Some examples are well known—the 400 species of
birds that migrate at night in North America, the sea turtles that come ashore to
lay their eggs—and some are not, such as the bats that save American farmers
billions in pest control and the moths that pollinate 80% of the world’s flora.
Ecological light pollution is like the bulldozer of the night, wrecking habitat and
disrupting ecosystems several billion years in the making. Simply put, without
darkness, Earth’s ecology would collapse...” (Bogard 2). Here Bogard explains
that animals, too, need darkness to survive.

Score Explanation
Reading – 2: This response demonstrates some comprehension of Bogard’s text.
Although this essay consists almost entirely of two quotations taken directly
from the passage, the writer has demonstrated an understanding of two of
Bogard’s central points: that darkness is crucial to humans and animals. This
understanding is displayed by the writer’s selection of two important lines of the
source text and the brief evidence the writer shows of being able to summarize
the main idea of these quotations. However, the writer demonstrates no other
understanding of the passage beyond the ability to quote these two main ideas,
leading to a demonstration of only partial understanding of the source text.
Analysis – 1: The writer demonstrates no understanding of the analytical task.
The writer does not attempt to analyze Bogard’s use of evidence, reasoning, or
stylistic or persuasive elements. Instead, the writer cites two sentences from the
passage and then offers a brief restatement of each point. With no analysis, the
response scores a 1.
Writing – 1: This essay demonstrates little cohesion and inadequate skill in the
use and control of language. The essay begins with a very broad central claim
In “Let there Be dark,” Paul Bogard talks about the importance of darkness but
otherwise lacks a recognizable introduction and conclusion. The writer’s two
main ideas are separated into two separate paragraphs, but because there is
little original writing here, there is no clear evidence of the ability to logically
order or develop ideas. There is also little evidence of the writer’s ability to vary
sentence structures. Overall, this essay does not provide enough evidence of
writing ability to warrant a score higher than a 1.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
B Digital SAT Essay Rubric and Sample Essays Score Band 1

Sample 9
This response scored a 1/1/1.
In this article, Paul Bogard talks about the dark. Paul gives many ideas about
light and dark. It seems like Paul is a person who likes the dark. He is facinated
in the night skies. He gives many pros and cons about the dark. The dark isn’t
always dark there could be a little light in the dark to, as Paul says. Paul says
that the night sky can be beautiful too. The more dark the less electric bill to
pay and easier to deal with. Rise with the sun and rise like the moon. The night
sky may be dark, but there always be a little to make it even better.
We can save energy by using the light of the day and the moon from the dark.
Paul uses lots of pros and cons to explain his wonderful ideas.

Score Explanation
Reading – 1: This response demonstrates little comprehension of the source
text. The writer fails to show an understanding of the passage’s central idea.
Though the writer recognizes that Paul is a person who likes the dark and is
facinated in the night skies, this is insufficient to show a grasp of the core of
Bogard’s argument that artificial light should be reduced and natural darkness
preserved. This lack of understanding is further shown in the statement that
Bogard gives many pros and cons about the dark, as the passage does not
raise any detriments of darkness. Additional attempts to describe the purpose
of Bogard’s argument are equally unclear: The dark isn’t always dark there
could be a little light in the dark; Rise with the sun and rise like the moon. The
few references to details from the passage (Paul says that the night sky can be
beautiful too. The more dark the less electric bill to pay and easier to deal with)
are isolated from context and do not refer to the broader purpose of Bogard’s
passage. This lack of understanding of the argument’s central idea shows the
writer’s inadequate comprehension of the source text.
Analysis – 1: This response displays no understanding of the analytical task.
The writer makes no attempt to identify any potential persuasive elements from
Bogard’s passage. The response instead is focused on attempts to relay textual
details (He is facinated in the night skies; We can save energy by using the light
of the day and the moon from the dark). Since the response offers no discernible
analysis, it shows inadequate skill in this dimension.
Writing – 1: This response exhibits ineffective language control and little
cohesion. There is no recognizable introduction or conclusion, and the writer
doesn’t provide a central claim or other organizing idea. The response has
virtually no progression, as ideas are presented with little apparent connection
to earlier ones: He gives many pros and cons about the dark. The dark isn't always
dark there could be a little light; Paul says that the night sky can be beautiful too.
The more dark the less electric bill to pay. Sentences use short and repetitive
structures and often contain errors (The more dark the less electric bill to pay
and easier to deal with) or vague word choices that lack meaning (Rise with
the sun and rise like the moon). This lack of structure and control of language
demonstrates ineffective writing skill.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

APPENDIX C:
Digital SAT Suite Detailed Skill
and Knowledge Testing Points
Digital SAT Suite Detailed Skill and Knowledge Testing Points
The following tables present in detail the skill/knowledge testing points in the Reading and Writing and Math sections of the digital SAT Suite tests.

TABLE 23. DIGITAL SAT SUITE READING AND WRITING SECTION SKILL/KNOWLEDGE TESTING POINTS.

Content Dimension Description

Text Complexity The passages (and pairs of passages) on the Reading and Writing section represent a range of text complexities from grades 6–8
through grades 12–14. (Grades 12–14 passages are excluded from appearing on PSAT 8/9.)

Information and Ideas Students will use comprehension, analysis, and reasoning skills and knowledge as well as what is stated and implied in texts
(including in any accompanying informational graphics) to locate, interpret, evaluate, and integrate information and ideas.

Central Ideas and Details Students will determine the central idea of a text and/or interpret the key details supporting that idea.

Command of Evidence Students will determine the evidence in a text that best supports a specified claim or point.

Textual Students will determine the textual evidence (e.g., a fact, detail, or example from a text) that best supports a specified claim or point.

Quantitative Students will determine the quantitative evidence (i.e., data from an informational graphic) that best supports a specified claim or point.

Inferences Students will draw reasonable inferences based on explicit and/or implicit information and ideas in a text.

Craft and Structure Students will use comprehension, vocabulary, analysis, synthesis, and reasoning skills and knowledge to use and determine the
meaning of high-utility academic words and phrases in context, evaluate texts rhetorically, and make supportable connections
between multiple topically related texts.

Words in Context Students will determine the meaning of a high-utility academic word or phrase in
context or use such vocabulary in a contextually appropriate way.

Text Structure and Purpose Students will analyze the structure of a text or determine the main rhetorical purpose of a text.

Cross-Text Connections Students will draw reasonable connections between two texts on related topics.
Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content Dimension Description

Expression of Ideas Students will use revision skills and knowledge to improve the effectiveness of written expression in accordance with specified
rhetorical goals.

Rhetorical Synthesis Students will strategically integrate information and ideas on a topic to form
an effective sentence achieving a specified rhetorical aim.

Transitions Students will determine the most effective transition word or phrase to logically connect information and ideas in a text.

Standard English Conventions Students will use editing skills and knowledge to make text conform to core conventions
of Standard English sentence structure, usage, and punctuation.

Boundaries Students will edit text to ensure that sentences are conventionally complete.

Form, Structure, and Sense Students will edit text to conform to conventional usage (e.g., agreement, verb tense/aspect).

SAT Suite of Assessments Teacher Implementation Guide

Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

TABLE 24. DIGITAL SAT SUITE MATH SECTION SKILL/KNOWLEDGE TESTING POINTS: ALGEBRA.

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Linear equations in one variable

Linear Create and use linear equations in one variable Create and use linear equations in one variable Create and use linear equations in one variable
equations in to solve problems in a variety of contexts. to solve problems in a variety of contexts. to solve problems in a variety of contexts.
one variable Identify or create a linear equation in one Identify or create a linear equation in one Identify or create a linear equation in one
variable that represents a context. variable that represents a context. variable that represents a context.
For a linear equation in one variable, For a linear equation in one variable, For a linear equation in one variable,
interpret a constant, variable, factor, interpret a constant, variable, factor, interpret a constant, variable, factor,
term, or the solution in a context. term, or the solution in a context. term, or the solution in a context.
Solve a linear equation in one variable, Solve a linear equation in one variable, Solve a linear equation in one variable,
making strategic use of algebraic structure. making strategic use of algebraic structure. making strategic use of algebraic structure.
For a linear equation in one variable, For a linear equation in one variable,
determine the conditions under which determine the conditions under which
the equation has no solution, a unique the equation has no solution, a unique
solution, or infinitely many solutions. solution, or infinitely many solutions.

Fluently solve a linear equation in one variable. Fluently solve a linear equation in one variable. Fluently solve a linear equation in one variable.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Linear functions

Linear Algebraically, a linear function can be defined Algebraically, a linear function can be defined Algebraically, a linear function can be defined
functions by a linear expression in one variable or by a by a linear expression in one variable or by a by a linear expression in one variable or by
linear equation in two variables. In the first linear equation in two variables. In the first a linear equation in two variables. In the first
case, the variable is the input and the value case, the variable is the input and the value case, the variable is the input and the value
of the expression is the output. In the second of the expression is the output. In the second of the expression is the output. In the second
case, one of the variables is designated as case, one of the variables is designated as case, one of the variables is designated as
the input and determines a unique value of the input and determines a unique value of the input and determines a unique value of
the other variable, which is the output. the other variable, which is the output. the other variable, which is the output.
ƒ Create and use linear functions to solve ƒ Create and use linear functions to solve ƒ Create and use linear functions to solve
problems in a variety of contexts. problems in a variety of contexts. problems in a variety of contexts.
ƒ Identify or create a linear function to model a ƒ Identify or create a linear function to model a ƒ Identify or create a linear function to model a
relationship between two quantities. relationship between two quantities. relationship between two quantities.
ƒ For a linear function that represents a context, ƒ For a linear function that represents a context, ƒ For a linear function that represents a context,
interpret the meaning of an input/output pair, interpret the meaning of an input/output pair, interpret the meaning of an input/output pair,
constant, variable, factor, or term based on constant, variable, factor, or term based on constant, variable, factor, or term based on
the context, including situations where seeing the context, including situations where seeing the context, including situations where seeing
structure provides an advantage. structure provides an advantage. structure provides an advantage.
ƒ Interpret the graph of a linear function ƒ Interpret the graph of a linear function ƒ Interpret the graph of a linear function
in a context. in a context. in a context.
ƒ Make connections between a table, an algebraic ƒ Make connections between a table, an algebraic ƒ Make connections between a table, an algebraic
representation, or a graph of a linear function representation, or a graph of a linear function representation, or a graph of a linear function
not in context. not in context. not in context.
ƒ Make connections between a table, an algebraic ƒ Make connections between a table, an algebraic ƒ Make connections between a table, an algebraic
representation, or a graph of a linear function representation, or a graph of a linear function representation, or a graph of a linear function
in context. in context. in context.
ƒ For a linear function that represents a context, ƒ For a linear function that represents a context, ƒ For a linear function that represents a context,
given an input value, find and interpret the output given an input value, find and interpret the output given an input value, find and interpret the output
value using the given representation, or given an value using the given representation, or given an value using the given representation, or given an
output value, find and interpret the input value output value, find and interpret the input value output value, find and interpret the input value
using the given representation, if it exists. using the given representation, if it exists. using the given representation, if it exists.
ƒ Write the rule for a linear function given two ƒ Write the rule for a linear function given two ƒ Write the rule for a linear function given two
input/output pairs or one input/output pair and input/output pairs or one input/output pair and input/output pairs or one input/output pair and
the rate of change. the rate of change. the rate of change.
ƒ Evaluate a linear function given an input value, or ƒ Evaluate a linear function given an input value, or ƒ Evaluate a linear function given an input value, or
find the input value for a corresponding output. find the input value for a corresponding output. find the input value for a corresponding output.

SAT Suite of Assessments Teacher Implementation Guide

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C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Linear equations in two variables

Linear A linear equation in two variables can be used A linear equation in two variables can be used A linear equation in two variables can be used
equations in to represent a constraint or condition on two to represent a constraint or condition on two to represent a constraint or condition on two
two variables variable quantities in situations where neither variable quantities in situations where neither variable quantities in situations where neither
of the variables is regarded as an input or an of the variables is regarded as an input or an of the variables is regarded as an input or an
output. A linear equation can also be used to output. A linear equation can also be used to output. A linear equation can also be used to
represent a straight line in the coordinate plane. represent a straight line in the coordinate plane. represent a straight line in the coordinate plane.
ƒ Create and use a linear equation in two variables ƒ Create and use a linear equation in two variables ƒ Create and use a linear equation in two variables
to solve problems in a variety of contexts. to solve problems in a variety of contexts. to solve problems in a variety of contexts.
ƒ Identify or create a linear equation in two ƒ Identify or create a linear equation in two ƒ Identify or create a linear equation in two
variables to model a constraint or condition on variables to model a constraint or condition on variables to model a constraint or condition on
two quantities. two quantities. two quantities.
ƒ For a linear equation in two variables that ƒ For a linear equation in two variables that ƒ For a linear equation in two variables that
represents a context, interpret a solution, represents a context, interpret a solution, represents a context, interpret a solution,
constant, variable, factor, or term based on constant, variable, factor, or term based on constant, variable, factor, or term based on
the context, including situations where seeing the context, including situations where seeing the context, including situations where seeing
structure provides an advantage. structure provides an advantage. structure provides an advantage.
ƒ Interpret the graph of a linear equation in the ƒ Interpret the graph of a linear equation in the ƒ Interpret the graph of a linear equation in the
form Ax + By = C in a context. form Ax + By = C in a context. form Ax + By = C in a context.
ƒ Make connections between: ƒ Make connections between: ƒ Make connections between:
ƒ an algebraic representation and a graph of a ƒ an algebraic representation and a graph of a ƒ an algebraic representation and a graph of a
linear equation in two variables not in context. linear equation in two variables not in context. linear equation in two variables not in context.
ƒ a table and an algebraic representation or ƒ a table and an algebraic representation or ƒ a table and an algebraic representation or
between a table and a graph of a linear equation between a table and a graph of a linear equation between a table and a graph of a linear equation
in two variables not in context. in two variables not in context. in two variables not in context.
ƒ Make connections between a table, an algebraic ƒ Make connections between a table, an algebraic ƒ Make connections between a table, an algebraic
representation, or a graph of a linear equation in representation, or a graph of a linear equation in representation, or a graph of a linear equation in
two variables in a context. two variables in a context. two variables in a context.
ƒ For a linear equation in two variables that ƒ For a linear equation in two variables that ƒ For a linear equation in two variables that
represents a context, given a value of one represents a context, given a value of one represents a context, given a value of one
quantity in the relationship, find a value of the quantity in the relationship, find a value of quantity in the relationship, find a value of the
other, if it exists. the other, if it exists. other, if it exists.
ƒ Write an equation for a line given two points on ƒ Write an equation for a line given two points on ƒ Write an equation for a line given two points on
the line, one point and the slope of the line, or the line, one point and the slope of the line, or the line, one point and the slope of the line, or
one point and a parallel or perpendicular line. one point and a parallel or perpendicular line. one point and a parallel or perpendicular line.

SAT Suite of Assessments Teacher Implementation Guide

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C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Systems of two linear equations in two variables

Systems of Create and use a system of two linear Create and use a system of two linear Create and use a system of two linear
two linear equations in two variables to solve equations in two variables to solve equations in two variables to solve
equations in problems in a variety of contexts. problems in a variety of contexts. problems in a variety of contexts.
two variables Identify or create a system of linear equations Identify or create a system of linear equations Identify or create a system of linear equations
in two variables to model constraints in two variables to model constraints in two variables to model constraints
or conditions on two quantities. or conditions on two quantities. or conditions on two quantities.
Solve a system of two linear equations Solve a system of two linear equations Solve a system of two linear equations
in two variables, making strategic in two variables, making strategic in two variables, making strategic
use of algebraic structure. use of algebraic structure. use of algebraic structure.
For a system of linear equations in two For a system of linear equations in two
variables, determine the conditions under variables, determine the conditions under
which the system has no solution, a unique which the system has no solution, a unique
solution, or infinitely many solutions. solution, or infinitely many solutions.

Make connections between an algebraic Make connections between an algebraic Make connections between an algebraic
representation and a graph of a system of linear representation and a graph of a system of linear representation and a graph of a system of linear
equations in two variables not in context. equations in two variables not in context. equations in two variables not in context.
Make connections between an algebraic Make connections between an algebraic Make connections between an algebraic
representation and a graph of a system of representation and a graph of a system of representation and a graph of a system of
linear equations in two variables in a context. linear equations in two variables in a context. linear equations in two variables in a context.
Fluently solve a system of linear Fluently solve a system of linear Fluently solve a system of linear
equations in two variables. equations in two variables. equations in two variables.

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C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Linear inequalities in one or two variables

Linear Create and use linear inequalities Create and use linear inequalities Create and use linear inequalities
inequalities in one or two variables to solve in one or two variables to solve in one or two variables to solve
in one or two problems in a variety of contexts. problems in a variety of contexts. problems in a variety of contexts.
variables Identify or create linear inequalities in Identify or create linear inequalities in Identify or create linear inequalities in
one or two variables to model constraints one or two variables to model constraints one or two variables to model constraints
or conditions on two quantities. or conditions on two quantities. or conditions on two quantities.
For linear inequalities in one or two variables, For linear inequalities in one or two variables, For linear inequalities in one or two variables,
interpret a constant, variable, factor, term, interpret a constant, variable, factor, term, interpret a constant, variable, factor, term,
or solution, including situations where or solution, including situations where or solution, including situations where
seeing structure provides an advantage. seeing structure provides an advantage. seeing structure provides an advantage.
Given a linear inequality or system of Given a linear inequality or system of Given a linear inequality or system of
linear inequalities, interpret a point in the linear inequalities, interpret a point in the linear inequalities, interpret a point in the
xy-plane in terms of the solution set. xy-plane in terms of the solution set. xy-plane in terms of the solution set.
Make connections between tabular, Make connections between tabular,
algebraic, and graphical representations of algebraic, and graphical representations of
linear inequalities in one or two variables linear inequalities in one or two variables
by deriving one from the other. by deriving one from the other.

SAT Suite of Assessments Teacher Implementation Guide

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C Digital SAT Suite Detailed Skill and Knowledge Testing Points

TABLE 25. DIGITAL SAT SUITE MATH SECTION SKILL/KNOWLEDGE TESTING POINTS: ADVANCED MATH.

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Equivalent expressions

Equivalent Make strategic use of algebraic structure Make strategic use of algebraic structure and Make strategic use of algebraic structure and
expressions and the properties of operations to identify the properties of operations to identify and the properties of operations to identify and
and create equivalent expressions: create equivalent expressions by factoring create equivalent expressions by factoring
ƒ by factoring polynomials limited to finding a polynomials limited to finding a common polynomials limited to finding a common
common factor, rewriting binomials that represent factor, rewriting binomials that represent factor, rewriting binomials that represent
a difference of two squares, and rewriting a difference of two squares, and rewriting a difference of two squares, and rewriting
trinomials as the product of two binomials. trinomials as the product of two binomials. trinomials as the product of two binomials.

ƒ including rewriting simple rational expressions,

rewriting expressions with rational exponents
in radical form, and factoring polynomials not
included in the preceding bullet.

Fluently add, subtract, and multiply polynomials. Fluently add, subtract, and multiply polynomials. Fluently add, subtract, and multiply polynomials.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Nonlinear equations in one variable and systems of equations in two variables

Nonlinear Make strategic use of algebraic structure, Make strategic use of algebraic structure, Make strategic use of algebraic structure, the
equations in the properties of operations, and/or the properties of operations, and/or properties of operations, and/or reasoning about
one variable reasoning about equality to solve: reasoning about equality to solve: equality to solve quadratic equations in one
and systems ƒ quadratic equations in one variable presented in ƒ quadratic equations in one variable presented in variable presented in a wide variety of forms.
of equations a wide variety of forms. a wide variety of forms.
in two
ƒ linear absolute value equations in one variable ƒ linear absolute value equations in one variable
variables
or simple rational and radical equations in one or simple rational and radical equations in one
variable. variable.
ƒ polynomial equations in one variable that are
written in factored form.

Make strategic use of algebraic structure, Make strategic use of algebraic structure, Make strategic use of algebraic structure,
the properties of operations, and reasoning the properties of operations, and reasoning the properties of operations, and reasoning
about equality to solve systems of linear about equality to solve systems of linear about equality to solve systems of linear
and nonlinear equations in two variables. and nonlinear equations in two variables. and nonlinear equations in two variables.
Determine the conditions under which a Determine the conditions under which a
quadratic equation has no real solutions, quadratic equation has no real solutions,
one real solution, or two real solutions. one real solution, or two real solutions.

Relate the solutions of a system of a linear Relate the solutions of a system of a linear Relate the solutions of a system of a linear
and a nonlinear equation in two variables to and a nonlinear equation in two variables to and a nonlinear equation in two variables to
the graphs of the equations in the system. the graphs of the equations in the system. the graphs of the equations in the system.

Given an equation or formula in two or more Given an equation or formula in two or more Given an equation or formula in two or more
variables, view it as an equation in a single variables, view it as an equation in a single variables, view it as an equation in a single
variable of interest where the other variables are variable of interest where the other variables are variable of interest where the other variables are
parameters, and solve for the variable of interest. parameters, and solve for the variable of interest. parameters, and solve for the variable of interest.

Fluently solve quadratic equations in one Fluently solve quadratic equations in one Fluently solve quadratic equations in one
variable, written as a quadratic expression variable, written as a quadratic expression variable, written as a quadratic expression
in standard form, where using the quadratic in standard form, where using the quadratic in standard form, where using the quadratic
formula or completing the square is the most formula or completing the square is the most formula or completing the square is the most
efficient method for solving the equation. efficient method for solving the equation. efficient method for solving the equation.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Nonlinear functions

Nonlinear Create and use quadratic or exponential functions Create and use quadratic or exponential functions
functions to solve problems in a variety of contexts. to solve problems in a variety of contexts.
Identify or create an appropriate quadratic Identify or create an appropriate quadratic
or exponential function to model a or exponential function to model a
relationship between quantities. relationship between quantities.
For a quadratic or exponential function For a quadratic or exponential function For a quadratic or exponential function that
that represents a context: that represents a context: represents a context, interpret the meaning
ƒ interpret the meaning of an input/output pair ƒ interpret the meaning of an input/output pair of an input/output pair including an intercept
including an intercept or initial value, including including an intercept or initial value, including or initial value, including situations where
situations where seeing structure provides an situations where seeing structure provides an seeing structure provides an advantage.
advantage. advantage.
ƒ interpret the meaning of a constant, variable, ƒ interpret the meaning of a constant, variable,
factor, or term based on the context, including factor, or term based on the context, including
situations where seeing structure provides an situations where seeing structure provides an
advantage. advantage.

For a quadratic or exponential For a quadratic or exponential For a quadratic or exponential function in
function in a context: function in a context: a context, interpret a point on the graph.
ƒ interpret a point on the graph. ƒ interpret a point on the graph.
ƒ interpret parts of the graph (other than a point ƒ interpret parts of the graph (other than a point
or intercept). or intercept).

Make connections between a table, an Make connections between a table, an Make connections between a table, an
algebraic representation, or a graph of a: algebraic representation, or a graph of a: algebraic representation, or a graph of a
ƒ quadratic or exponential function that does not ƒ quadratic or exponential function that does not quadratic or exponential function that does
involve a transformation, not in context. involve a transformation, not in context. not involve a transformation, not in context.

ƒ polynomial function, simple rational function, or ƒ polynomial function, simple rational function, or
quadratic or exponential function that involves a quadratic or exponential function that involves a
transformation, not in context. transformation, not in context.

Make connections between a table, an Make connections between a table, an Make connections between a table, an
algebraic representation, or a graph of a: algebraic representation, or a graph of a: algebraic representation, or a graph of a
ƒ quadratic or exponential function that does not ƒ quadratic or exponential function that does not quadratic or exponential function that does
involve a transformation, in a context. involve a transformation, in a context. not involve a transformation, in a context.

ƒ polynomial function, simple rational function, ƒ polynomial function, simple rational function,
or other nonlinear function in a context, or a or other nonlinear function in a context, or a
quadratic or exponential function that involves a quadratic or exponential function that involves a
transformation in a context. transformation in a context.

SAT Suite of Assessments Teacher Implementation Guide

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C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Nonlinear functions (cont.)

Determine the most suitable form of the Determine the most suitable form of the
expression representing the output of the expression representing the output of the
function to display key features for: function to display key features for:
ƒ a quadratic function. ƒ a quadratic function.
ƒ an exponential function. ƒ an exponential function.
Understand and use the fact that for the graph
of y = f(x), the solutions to f(x) = 0 correspond to
x-intercepts of the graph and f(0) corresponds to
the y-intercept of the graph; make connections
between the input/output pairs and points on a
graph; interpret this information in a context.

Use function notation to represent Use function notation to represent Use function notation to represent and interpret
and interpret input/output pairs: and interpret input/output pairs: input/output pairs. Evaluate a nonlinear function
ƒ evaluate a nonlinear function given an input ƒ evaluate a nonlinear function given an input given an input value; or, for a quadratic function,
value; or, for a quadratic function, find the input value; or, for a quadratic function, find the input find the input value for a corresponding output.
value for a corresponding output. value for a corresponding output.
ƒ for exponential, polynomial, radical, and ƒ for exponential, polynomial, radical, and
rational functions, find the input value for a rational functions, find the input value for a
corresponding output. corresponding output.

SAT Suite of Assessments Teacher Implementation Guide

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C Digital SAT Suite Detailed Skill and Knowledge Testing Points

TABLE 26. DIGITAL SAT SUITE MATH SECTION SKILL/KNOWLEDGE TESTING POINTS: PROBLEM-SOLVING AND DATA ANALYSIS.
Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Ratios, rates, proportional relationships, and units

Ratios, rates, Questions will require students to solve Questions will require students to solve Questions will require students to solve
proportional problems by using a proportional relationship problems by using a proportional relationship problems by using a proportional relationship
relationships, between quantities, calculating or using a ratio between quantities, calculating or using a ratio between quantities, calculating or using a ratio
and units or rate, and/or using units, derived units, and or rate, and/or using units, derived units, and or rate, and/or using units, derived units, and
unit conversion. unit conversion. unit conversion.
ƒ Apply proportional relationships, ratios, and ƒ Apply proportional relationships, ratios, and ƒ Apply proportional relationships, ratios, and
rates in a wide variety of contexts. Examples rates in a wide variety of contexts. Examples rates in a wide variety of contexts. Examples
include, but are not limited to, scale drawings include, but are not limited to, scale drawings include, but are not limited to, scale drawings
and problems in the natural and social sciences. and problems in the natural and social sciences. and problems in the natural and social sciences.
ƒ Solve problems involving derived units, ƒ Solve problems involving derived units, ƒ Solve problems involving derived units,
including those that arise from products (e.g., including those that arise from products (e.g., including those that arise from products (e.g.,
kilowatt-hours) and quotients (e.g., population kilowatt-hours) and quotients (e.g., population kilowatt-hours) and quotients (e.g., population
per square kilometer). per square kilometer). per square kilometer).
ƒ Solve problems involving: ƒ Solve problems involving: ƒ Solve problems involving:
– a one-step unit conversion. – a one-step unit conversion. – a one-step unit conversion.
– a multistep or multidimensional unit conversion. – a multistep or multidimensional unit conversion. – a multistep or multidimensional unit conversion.
ƒ Understand and use the fact that when two ƒ Understand and use the fact that when two ƒ Understand and use the fact that when two
quantities are in a proportional relationship, if quantities are in a proportional relationship, if quantities are in a proportional relationship, if
one changes by a scale factor, then the other one changes by a scale factor, then the other one changes by a scale factor, then the other
also changes by the same scale factor. also changes by the same scale factor. also changes by the same scale factor.

Percentages

Percentages Use percentages to solve problems Use percentages to solve problems Use percentages to solve problems
in a variety of contexts: in a variety of contexts: in a variety of contexts:
ƒ including, but not limited to, discounts, interest, ƒ including, but not limited to, discounts, interest, ƒ including, but not limited to, discounts, interest,
taxes, and tips. taxes, and tips. taxes, and tips.
ƒ including those that involve percent increases ƒ including those that involve percent increases ƒ including those that involve percent increases
and decreases for many different quantities. and decreases for many different quantities. and decreases for many different quantities.
Understand and use the relationship Understand and use the relationship Understand and use the relationship
between percent change and growth between percent change and growth between percent change and growth
factor (5% and 1.05, for example); include factor (5% and 1.05, for example); include factor (5% and 1.05, for example); include
percentages greater than or equal to 100%. percentages greater than or equal to 100%. percentages greater than or equal to 100%.

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C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

One-variable data: Distributions and measures of center and spread

One-variable Analyze and interpret numerical data Analyze and interpret numerical data Analyze and interpret numerical data
data: distributions represented with frequency distributions represented with frequency distributions represented with frequency
Distributions tables, histograms, dot plots, and box plots. tables, histograms, dot plots, and box plots. tables, histograms, dot plots, and box plots.
and measures For quantitative variables, calculate, compare, For quantitative variables, calculate, compare, For quantitative variables, calculate, compare,
of center and interpret mean, median, and range. and interpret mean, median, and range. and interpret mean, median, and range.
and spread
Compare distributions using measures Compare distributions using measures Compare distributions using measures
of center and spread, including of center and spread, including: of center and spread, including
ƒ distributions with different means and the same ƒ distributions with different means and the same distributions with different means and
standard deviations. standard deviations. the same standard deviations.

ƒ distributions with different standard deviations. ƒ distributions with different standard deviations.
Understand and describe the effect Understand and describe the effect Understand and describe the effect
of outliers on mean and median. of outliers on mean and median. of outliers on mean and median.

Two-variable data: Models and scatterplots

Two-variable Analyze and interpret data represented in a Analyze and interpret data represented in a Analyze and interpret data represented in a
data: scatterplot, but do not make predictions. scatterplot, but do not make predictions. scatterplot, but do not make predictions.
Models and Analyze and interpret data represented Analyze and interpret data represented
scatterplots in a scatterplot to make predictions. in a scatterplot to make predictions.

Fit linear models to data Fit linear models to data Fit linear models to data
represented in a scatterplot. represented in a scatterplot. represented in a scatterplot.

Fit quadratic and exponential models Fit quadratic and exponential models
to data represented in a scatterplot. to data represented in a scatterplot.

Given a relationship between two Given a relationship between two Given a relationship between two
quantities, read and interpret graphs quantities, read and interpret graphs quantities, read and interpret graphs
modeling the relationship. modeling the relationship. modeling the relationship.

Compare linear and exponential growth. Compare linear and exponential growth.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Probability and conditional probability

Probability Use one- and two-way tables, area models, and Use one- and two-way tables, area models, and Use one- and two-way tables, area models, and
and other representations to find relative frequency, other representations to find relative frequency, other representations to find relative frequency,
conditional probabilities, and conditional probabilities. probabilities, and conditional probabilities. probabilities, and conditional probabilities.
probability ƒ Calculate, express, or interpret the probability or ƒ Calculate, express, or interpret the probability or ƒ Calculate, express, or interpret the probability or
conditional probability of an event using a data conditional probability of an event using a data conditional probability of an event using a data
display showing frequencies for a single variable, display showing frequencies for a single variable, display showing frequencies for a single variable,
a two-way table, an area model, or a description a two-way table, an area model, or a description a two-way table, an area model, or a description
of a situation. Infrequently, given a probability, of a situation. Infrequently, given a probability, of a situation. Infrequently, given a probability,
determine an unknown number in a data display determine an unknown number in a data display determine an unknown number in a data display
showing frequencies for a single variable, a showing frequencies for a single variable, a showing frequencies for a single variable, a
two-way table, or a description of a situation, two-way table, or a description of a situation, two-way table, or a description of a situation,
including using a probability to determine the including using a probability to determine the including using a probability to determine the
frequency of an event. frequency of an event. frequency of an event.

Inference from sample statistics and margin of error

Inference Use sample mean and sample Use sample mean and sample
from sample proportion to estimate population proportion to estimate population
statistics mean and population proportion. mean and population proportion.
and margin Interpret margin of error. Understand
of error that a larger sample size generally
leads to a smaller margin of error.

Evaluating statistical claims: Observational studies and experiments

Evaluating With random samples, identify or describe

statistical which population the results can be extended
claims: to. Given a description of a study with or
Observational without random assignment, determine whether
studies and there is evidence for a causal relationship.
experiments Understand why random assignment
provides evidence for a causal
relationship in an experimental study.
Understand issues related to sampling methods
and why a result can be extended only to the
population from which the sample was selected.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

TABLE 27. DIGITAL SAT SUITE MATH SECTION SKILL/KNOWLEDGE TESTING POINTS: GEOMETRY
AND TRIGONOMETRY (SAT, PSAT/NMSQT, PSAT 10) / GEOMETRY (PSAT 8/9).

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Area and volume

Area and Solve real-world and mathematical Solve real-world and mathematical Solve real-world and mathematical
volume problems about the: problems about the: problems about the:
ƒ area or perimeter of a geometric figure or an ƒ area or perimeter of a geometric figure or an ƒ area or perimeter of a geometric figure or an
object that can be modeled by a geometric figure object that can be modeled by a geometric figure object that can be modeled by a geometric figure
using given information. using given information. using given information.
ƒ surface area or volume of a geometric figure or ƒ surface area or volume of a geometric figure or ƒ surface area or volume of a geometric figure or
an object that can be modeled by a geometric an object that can be modeled by a geometric an object that can be modeled by a geometric
figure using given information such as length, figure using given information such as length, figure using given information such as length,
area, surface area, or volume. area, surface area, or volume. area, surface area, or volume.
Apply knowledge that changing by a scale Apply knowledge that changing by a scale Apply knowledge that changing by a scale
factor of k changes all lengths by a factor factor of k changes all lengths by a factor factor of k changes all lengths by a factor
of k, changes all areas by a factor of k2, and of k, changes all areas by a factor of k2, and of k, changes all areas by a factor of k2, and
changes all volumes by a factor of k3. changes all volumes by a factor of k3. changes all volumes by a factor of k3.
Demonstrate procedural fluency by Demonstrate procedural fluency by Demonstrate procedural fluency by
selecting the correct: selecting the correct: selecting the correct:
ƒ area formula and correctly calculating a ƒ area formula and correctly calculating a ƒ area formula and correctly calculating a
specified value. specified value. specified value.
ƒ surface area or volume formula and correctly ƒ surface area or volume formula and correctly ƒ surface area or volume formula and correctly
calculating a specified value. calculating a specified value. calculating a specified value.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Lines, angles, and triangles

Lines, angles, Use concepts and theorems relating Use concepts and theorems relating
and triangles to congruence and similarity of to congruence and similarity of
triangles to solve problems. triangles to solve problems.
Determine which statements may be Determine which statements may be
required to prove certain relationships required to prove certain relationships
or to satisfy a given theorem. or to satisfy a given theorem.
Apply knowledge that changing by a scale Apply knowledge that changing by a scale
factor of k changes all lengths by a factor of k, factor of k changes all lengths by a factor of k,
but angle measures remain unchanged. but angle measures remain unchanged.

Know and directly apply relevant Know and directly apply relevant Know and directly apply the
theorems such as the: theorems such as the: triangle angle sum theorem.
ƒ triangle angle sum theorem. ƒ triangle angle sum theorem.
ƒ vertical angle theorem and the relationship ƒ vertical angle theorem and the relationship
of angles formed when a transversal cuts of angles formed when a transversal cuts
parallel lines. parallel lines.

Right triangles and trigonometry

Right Solve problems in a variety of contexts using: Solve problems in a variety of contexts using: Solve problems in a variety of contexts
triangles and ƒ the Pythagorean theorem. ƒ the Pythagorean theorem. using the Pythagorean theorem.
trigonometry
ƒ properties of special right triangles. ƒ properties of special right triangles.
ƒ right triangle trigonometry. ƒ right triangle trigonometry.
Use similarity to calculate values
of sine, cosine, and tangent.
Solve problems using the relationship between
sine and cosine of complementary angles.

SAT Suite of Assessments Teacher Implementation Guide

Appendix
C Digital SAT Suite Detailed Skill and Knowledge Testing Points

Content
Dimension SAT Description PSAT/NMSQT and PSAT 10 Description PSAT 8/9 Description

Circles

Circles Use definitions, properties, and theorems

relating to circles and parts of circles such
as radii, diameters, tangents, angles, arc
lengths, and sector areas to solve problems.
Solve problems using either radian measure
or trigonometric ratios in the unit circle.
Create an equation to represent
a circle in the xy-plane.
Describe how a change to the equation
representing a circle affects the graph
of the circle in the xy-plane or how a
change to the graph of a circle affects the
equation that represents the circle.
Understand that the ordered pairs that satisfy
an equation of the form (x−h)2 + (y−k)2 = r 2
form a circle when plotted in the xy-plane.
Convert between angle measures
in degrees and radians.
Complete the square in an equation representing
a circle to determine properties of the circle
when it is graphed in the xy-plane and use the
distance formula in problems related to circles.

SAT Suite of Assessments Teacher Implementation Guide