Sat Essay Scoring Chart

Posted on by Doll

 

What’s a good SAT score? If you’re trying to figure out your SAT score goal for 2018 admissions, you’ll want to look at the SAT averages for the schools to which you’re applying. There are great resources like the College Board where you can search for averages at a wide variety of colleges.

The new SAT is based on a 1600-point scale, with two sections—Math and Evidence-Based Reading and Writing—scored between 200 and 800, and the optional essay evaluated separately. There is no penalty for wrong answers, so your raw score is the sum of the number of questions you answer correctly. Raw scores are converted to scaled scores, which are used to determine percentile ranks. The percentile indicates how well you did compared to other test takers. For example, if you score in the 72nd percentile, you did better than 72% of test takers.

What does this mean for you? Here’s what you need to know about your SAT score:

 

Best Scores

These scores will put you in the top 10% of all test takers

EVIDENCE-BASED READING AND WRITING:  660 – 800

MATH: 680 – 800

Competitive Scores

These scores will put you in a highly competitive place in admissions (top 25% of all test takers)

EVIDENCE-BASED READING AND WRITING:  590 – 650

MATH: 610 – 670

Above Average Scores

These scores put you ahead of the pack (50%+), but won’t be as advantageous when applying to highly competitive programs

EVIDENCE-BASED READING AND WRITING:  510 – 580

MATH: 520 – 600

Below Average Scores

These scores may be enough to get into a wide variety of college programs, but will be below average compared to the testing population

EVIDENCE-BASED READING AND WRITING:  500 or lower

MATH: 510 or lower

Your answer sheet is scanned, and your raw score is calculated by the College Board system. Because there’s no penalty for guessing for the New SAT test, your raw score is the number of questions you answered correctly. Raw scores are converted to scores on a scale of 200 to 800 using a process called equating. This process ensures that your score is not affected by different forms of the test or other test-takers’ ability levels. This scaled score is what you see when you get your scores.

The SAT is scored on a 200-800 scale in each section in 10 point increments. The two sections (Evidence-Based Reading and Writing and Math) will have scores provided separately. This relatively small scale means that small improvements in your score can make a big difference in your percentile ranking (sometimes, a ten point increase in your score can boost your percentile ranking by 5 points).

Remember that on the new SAT, you are NOT penalized for wrong answers. Understanding the scoring and knowing how to approach each section is important part of doing your best on test day.

SAT Essay responses are scored using a carefully designed process:

  • Two different people will read and score your essay.
  • Each scorer awards 1–4 points for each dimension: reading, analysis, and writing. 4 will be Advanced, 3 Proficient, 2 Partial and 1 Inadequate.
  • The two scores for each dimension are added.
  • You’ll receive three scores for the SAT Essay — one for each dimension — ranging from 2–8 points.

Remember that your SAT score is not the only factor that will be considered. Whether or not you are admitted to a college program (and whether or not you receive scholarship money) can depend on several factors. In addition to focusing on achieving the best SAT score possible for you, you should also work on obtaining the best GPA possible, writing a spectacular personal statement, taking a challenging course load and, and rounding out your application with extra-curriculars.

 

How the SAT Essay Is Scored

Responses to the optional SAT Essay are scored using a carefully designed process.

  • Two different people will read and score your essay.
  • Each scorer awards 1–4 points for each dimension: reading, analysis, and writing.
  • The two scores for each dimension are added.
  • You’ll receive three scores for the SAT Essay—one for each dimension—ranging from 2–8 points.
  • There is no composite SAT Essay score (the three scores are not added together) and there are no percentiles.

We train every scorer to hold every student to the same standards, the ones shown on this page.

Quick Links

Reading Scoring Guide

Analysis Scoring Guide

Writing Scoring Guide

Score of 4

  • Demonstrates thorough comprehension of the source text.
  • Shows an understanding of the text’s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text.
  • Is free of errors of fact or interpretation with regard to the text.
  • Makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text.

Score of 3

  • Demonstrates effective comprehension of the source text.
  • Shows an understanding of the text’s central idea(s) and important details.
  • Is free of substantive errors of fact and interpretation with regard to the text.
  • Makes appropriate use of textual evidence (quotations, paraphrases, or both), demonstrating an understanding of the source text.

Score of 2

  • Demonstrates some comprehension of the source text.
  • Shows an understanding of the text’s central idea(s) but not of important details.
  • May contain errors of fact and/or interpretation with regard to the text.
  • Makes limited and/or haphazard use of textual evidence (quotations, paraphrases, or both), demonstrating some understanding of the source text.

Score of 1

  • Demonstrates little or no comprehension of the source text.
  • Fails to show an understanding of the text’s central idea(s), and may include only details without reference to central idea(s).
  • May contain numerous errors of fact and/or interpretation with regard to the text.
  • Makes little or no use of textual evidence (quotations, paraphrases, or both), demonstrating little or no understanding of the source text.

Score of 4

  • Offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task.
  • Offers a thorough, well-considered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing.
  • Contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made.
  • Focuses consistently on those features of the text that are most relevant to addressing the task.

Score of 3

  • Offers an effective analysis of the source text and demonstrates an understanding of the analytical task.
  • Competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing.
  • Contains relevant and sufficient support for claim(s) or point(s) made.
  • Focuses primarily on those features of the text that are most relevant to addressing the task.

Score of 2

  • Offers limited analysis of the source text and demonstrates only partial understanding of the analytical task.
  • Identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but merely asserts rather than explains their importance, or one or more aspects of the response’s analysis are unwarranted based on the text.
  • Contains little or no support for claim(s) or point(s) made.
  • May lack a clear focus on those features of the text that are most relevant to addressing the task.

Score of 1

  • Offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytic task.
  • Identifies without explanation some aspects of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s choosing.
  • Or numerous aspects of the response’s analysis are unwarranted based on the text.
  • Contains little or no support for claim(s) or point(s) made, or support is largely irrelevant.
  • May not focus on features of the text that are relevant to addressing the task.
  • Or the response offers no discernible analysis (e.g., is largely or exclusively summary).

Score of 4

  • Is cohesive and demonstrates a highly effective use and command of language.
  • Includes a precise central claim.
  • Includes a skillful introduction and conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay.
  • Has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone.
  • Shows a strong command of the conventions of standard written English and is free or virtually free of errors.

Score of 3

  • Is mostly cohesive and demonstrates effective use and control of language.
  • Includes a central claim or implicit controlling idea.
  • Includes an effective introduction and conclusion. The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay.
  • Has variety in sentence structures. The response demonstrates some precise word choice. The response maintains a formal style and objective tone.
  • Shows a good control of the conventions of standard written English and is free of significant errors that detract from the quality of writing.

Score of 2

  • Demonstrates little or no cohesion and limited skill in the use and control of language.
  • May lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response.
  • May include an ineffective introduction and/or conclusion. The response may demonstrate some progression of ideas within paragraphs but not throughout the response.
  • Has limited variety in sentence structures; sentence structures may be repetitive.
  • Demonstrates general or vague word choice; word choice may be repetitive. The response may deviate noticeably from a formal style and objective tone.
  • 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.

Score of 1

  • Demonstrates little or no cohesion and inadequate skill in the use and control of language.
  • May lack a clear central claim or controlling idea.
  • Lacks a recognizable introduction and conclusion. The response does not have a discernible progression of ideas.
  • Lacks variety in sentence structures; sentence structures may be repetitive. The response demonstrates general and vague word choice; word choice may be poor or inaccurate. The response may lack a formal style and objective tone.
  • Shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing.
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