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機(jī)考SAT成績(jī)報(bào)告解讀|如何通過(guò)成績(jī)單給到的信息掌握備考方向

發(fā)布時(shí)間：2024/03/04 14:53:21

瀏覽次數(shù)：

對(duì)于考過(guò)SAT的同學(xué)來(lái)說(shuō)，想再考一次的備考著力點(diǎn)該放在哪里？是繼續(xù)地毯式刷題還是有重點(diǎn)去解決薄弱環(huán)節(jié)，你的成績(jī)單會(huì)告訴你。今天筆者給大家分享如何通過(guò)成績(jī)單給到的信息掌握備考方向。

在分析今天的主題之前先給大家明確SAT自適應(yīng)考試思路：Module 1中每個(gè)同學(xué)都是固定的題目且不完全是簡(jiǎn)單題(千萬(wàn)不要有Module1都是簡(jiǎn)單題的錯(cuò)覺(jué))，根據(jù)Module1的做題情況進(jìn)入到Module 2開(kāi)始加測(cè)，每個(gè)分?jǐn)?shù)區(qū)間的同學(xué)根據(jù)第一部分做的情況來(lái)匹配不同的題型和文本難度等級(jí)。根據(jù)最終成績(jī)單中你的成績(jī)分布區(qū)間呈現(xiàn)的不同難度系數(shù)的文本和題型可以反推出考試中哪些題目有失誤。為什么可以反推？因?yàn)橐猿鲱}人的思維來(lái)看，我不測(cè)試你該難度系數(shù)的文本和題型，我怎么能達(dá)到考察你的目的呢？怎么知道你這個(gè)地方掌握的好不好呢？怎么最終賦分呢？

所以我們排除其他變量，單單就看分?jǐn)?shù)分布區(qū)間與測(cè)試題型以及文本難度系數(shù)的關(guān)系，也就得出：分?jǐn)?shù)區(qū)間=題型+文本難度系數(shù)。自變量為題型、文本難度系數(shù)，因變量為分?jǐn)?shù)區(qū)間。教學(xué)中有位23年10月份參加考試的同學(xué)，筆者拿去年10月份考的真題進(jìn)行訓(xùn)練，發(fā)現(xiàn)他成績(jī)單上解讀的東西與實(shí)際練習(xí)中出現(xiàn)的錯(cuò)誤都對(duì)的上。

大家打開(kāi)分?jǐn)?shù)界面往下拉，看到以下內(nèi)容，這就是閱讀和語(yǔ)法部分每個(gè)模塊的成績(jī)分布情況，請(qǐng)繼續(xù)打開(kāi)View skills部分，點(diǎn)擊就可以看到具體的個(gè)人做題情況。

官網(wǎng)上SAT的分?jǐn)?shù)總共分為以下幾個(gè)等級(jí)：

360 and Lower

370 - 410

420 - 480

490 - 540

550 - 600

610 - 670

680 and Higher

每個(gè)等級(jí)對(duì)應(yīng)的要求也有差別，筆者以SAT閱讀中Craft and Structure考點(diǎn)為例，把不同分?jǐn)?shù)區(qū)間對(duì)應(yīng)的能力要求呈現(xiàn)在今天的推文中。以下是該考點(diǎn)三種考察的題型，不同等級(jí)分?jǐn)?shù)所呈現(xiàn)的題型能力要求也不一樣。

以下內(nèi)容都是官網(wǎng)給出：

A student in this performance score band can typically demonstrate the following skills in this content domain:

Craft and Structure

370-410

Determine the most logical and precise high-utility academic word or phrase to use in simple contexts and when the focal words and phrases are encountered frequently in texts at the middle grades level.

Describe the function of a portion (e.g., a phrase or sentence) of a passage at the middle grades level in the context of the passage as a whole

解讀：

370-410區(qū)間的分?jǐn)?shù),詞匯題給定的文本是簡(jiǎn)單且難度等級(jí)是middle level,另外劃線功能題的難度等級(jí)是middle level. 說(shuō)明該考生Module1做的比較一般，進(jìn)入Module2測(cè)試的難度系數(shù)比較簡(jiǎn)單，而且著重加測(cè)了詞匯題和劃線句功能題，說(shuō)明Module1有錯(cuò)。

420-480

Determine the most logical and precise high-utility academic word or phrase to use in moderately simple contexts and when the focal words and phrases are encountered frequently in texts at the middle grades level

Determine the meaning of a high-utility academic word or phrase in literary passages at the middle grades level

Describe the main purpose of passages at the middle grades level

解讀：

420-480區(qū)間的分?jǐn)?shù)大家可以通過(guò)紅色高亮部分看出明顯比上一個(gè)分?jǐn)?shù)區(qū)間加大了難度系數(shù)，除了詞匯題之外，還加測(cè)了文本目的題，那么后續(xù)備考詞匯題、文本目的題要加強(qiáng)訓(xùn)練。

490-540

Determine the most logical and precise high-utility academic word or phrase to use in moderately complex contexts and when the focal words and phrases are encountered frequently in texts at the high school level

Determine the meaning of a high-utility academic word or phrase, including the literal sense of a figurative word or phrase, in literary passages at the high school level

Describe the function of a portion (e.g., a phrase or sentence) of a passage at the high school level in the context of the passage as a whole

解讀：

490-540分?jǐn)?shù)區(qū)間開(kāi)始進(jìn)入到了at the high school level難度模式，詞匯題和劃線句功能題都有問(wèn)題。

550-600

Determine the most logical and precise high-utility academic word or phrase to use in complex contexts and when the focal words and phrases are encountered frequently in texts at the high school level

Describe the main purpose of passages at the high school level when the authors' goals are unstated

Draw a text-supported connection between two passages at the middle grades level on the same or similar topics

解讀：

加測(cè)的詞匯題的文本開(kāi)始復(fù)雜，文本目的題難度也開(kāi)始加大，然后module2中測(cè)試到的雙文本題為中等難度。

610-670

Determine the most logical and precise high-utility academic word or phrase to use in complex contexts and when the focal words and phrases are encountered frequently in texts at the early college level

Draw a text-supported connection between two passages at the high school level on the same or similar topics

Describe the function of a portion (e.g., a phrase or sentence) of a passage at the early college level in the context of the passage as a whole

解讀：

文本難度和詞匯難度更加復(fù)雜，雙文本難度系數(shù)增大，劃線句功能題難度達(dá)到大學(xué)一年級(jí)水平。

680 and Higher

Determine the most logical and precise high-utility academic word or phrase to use in highly complex contexts and when the focal words and phrases are encountered frequently in texts at the early college level

Draw a subtle text-supported connection between two passages at the early college level on the same or similar topics

解讀：

詞匯題文本和難度系數(shù)都非常高，雙文本關(guān)系題難度系數(shù)達(dá)到大學(xué)一年級(jí)水平，說(shuō)明Module1做的很好。

分?jǐn)?shù)等級(jí)越低，測(cè)試題型和文本難度系數(shù)越低，說(shuō)明Module1做的不太好，那么提示到的題型要加強(qiáng)訓(xùn)練。分?jǐn)?shù)等級(jí)越高，測(cè)試題型和文本難度系數(shù)越高，說(shuō)明Module1做的越好，沒(méi)得滿(mǎn)分說(shuō)明該題型還有上升空間，后期繼續(xù)強(qiáng)化訓(xùn)練。

考過(guò)的同學(xué)請(qǐng)?jiān)诳记霸俅稳ゲ榭匆韵伦约旱某煽?jī)單分析報(bào)告，明確最后沖刺重點(diǎn)在哪里，祝愿大家2024年所有考試全部勝利。

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