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	<title>Comments on: Ohhhh . . . Princeton Review.  Now I get it.</title>
	<link>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it</link>
	<description>The inside scoop on standardized testing, with free advice from a real expert.</description>
	<pubDate>Fri, 21 Nov 2008 08:46:47 +0000</pubDate>
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		<title>By: Thomas</title>
		<link>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-2</link>
		<author>Thomas</author>
		<pubDate>Wed, 27 Jun 2007 15:54:06 +0000</pubDate>
		<guid>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-2</guid>
					<description>lol that sounds about right</description>
		<content:encoded><![CDATA[<p>lol that sounds about right</p>
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		<title>By: guess guess</title>
		<link>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-9</link>
		<author>guess guess</author>
		<pubDate>Fri, 29 Jun 2007 06:49:34 +0000</pubDate>
		<guid>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-9</guid>
					<description>What is meant by "the SAT does not reward guessing, it punishes it"?</description>
		<content:encoded><![CDATA[<p>What is meant by &#8220;the SAT does not reward guessing, it punishes it&#8221;?</p>
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		<title>By: Mike Barrett</title>
		<link>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-10</link>
		<author>Mike Barrett</author>
		<pubDate>Fri, 29 Jun 2007 15:52:34 +0000</pubDate>
		<guid>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-10</guid>
					<description>Good question.  The answer is kind of detailed.

The SAT subtracts a quarter of a raw point for every wrong answer (every right answers gets you one whole raw point).  This wrong-answer penalty is meant to counteract any lucky guessing you might do: in theory, if you guess randomly on a selection of questions with 5 possible answer choices ( (a), (b), (c), (d), and (e) ), mathematical probability says you should be right 1/5 of the time and wrong 4/5 of the time.  If you gain one raw point for each correct answer and lose 1/4 point for each incorrect answer, then your overall guessing shouldn't affect your score.  For every right answer that gets you one point, you'll have four wrong answers that lose you 1/4 point each.

Many popular SAT companies, like Kaplan and Princeton Review, teach you a "guessing strategy" that supposedly exploits this penalty.  This guessing strategy says that if you can eliminate one or two answer choices from a question, you should go ahead and guess from the remaining answer choices.  If you can do this consistently, then you should come out ahead, according to the theory, because you'll be guessing from fewer than five answer choices--even though you'll only lose 1/4 of a point for every wrong answer, as though you were guessing from five choices.  In this way, you can up the odds.  At least in theory :)

The problem with this approach is that it relies on probability and randomness in order to work.  But nobody chooses an answer choice on the SAT at random--you choose an SAT answer based on your ideas about the question.  That means the entire notion of relying on probability is flawed, because probability relies on random selection.

Because SAT questions are written to trick people who don't know how to analyze them, it's very hard to use the guessing strategy.  This is why high-scoring SAT-takers never guess.

Is this something people want to hear more about?  I'd be happy to write a longer article on the subject.  Leave me a comment.</description>
		<content:encoded><![CDATA[<p>Good question.  The answer is kind of detailed.</p>
<p>The SAT subtracts a quarter of a raw point for every wrong answer (every right answers gets you one whole raw point).  This wrong-answer penalty is meant to counteract any lucky guessing you might do: in theory, if you guess randomly on a selection of questions with 5 possible answer choices ( (a), (b), (c), (d), and (e) ), mathematical probability says you should be right 1/5 of the time and wrong 4/5 of the time.  If you gain one raw point for each correct answer and lose 1/4 point for each incorrect answer, then your overall guessing shouldn&#8217;t affect your score.  For every right answer that gets you one point, you&#8217;ll have four wrong answers that lose you 1/4 point each.</p>
<p>Many popular SAT companies, like Kaplan and Princeton Review, teach you a &#8220;guessing strategy&#8221; that supposedly exploits this penalty.  This guessing strategy says that if you can eliminate one or two answer choices from a question, you should go ahead and guess from the remaining answer choices.  If you can do this consistently, then you should come out ahead, according to the theory, because you&#8217;ll be guessing from fewer than five answer choices&#8211;even though you&#8217;ll only lose 1/4 of a point for every wrong answer, as though you were guessing from five choices.  In this way, you can up the odds.  At least in theory :)</p>
<p>The problem with this approach is that it relies on probability and randomness in order to work.  But nobody chooses an answer choice on the SAT at random&#8211;you choose an SAT answer based on your ideas about the question.  That means the entire notion of relying on probability is flawed, because probability relies on random selection.</p>
<p>Because SAT questions are written to trick people who don&#8217;t know how to analyze them, it&#8217;s very hard to use the guessing strategy.  This is why high-scoring SAT-takers never guess.</p>
<p>Is this something people want to hear more about?  I&#8217;d be happy to write a longer article on the subject.  Leave me a comment.</p>
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		<title>By: guess guess</title>
		<link>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-13</link>
		<author>guess guess</author>
		<pubDate>Sat, 30 Jun 2007 06:17:52 +0000</pubDate>
		<guid>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-13</guid>
					<description>I am very interested in this question and have tried some mathematical analyses more sophisticated than the standard expected value calculation.   Would be happy to discuss and especially interested to hear more of your ideas.</description>
		<content:encoded><![CDATA[<p>I am very interested in this question and have tried some mathematical analyses more sophisticated than the standard expected value calculation.   Would be happy to discuss and especially interested to hear more of your ideas.</p>
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		<title>By: Mike Barrett</title>
		<link>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-14</link>
		<author>Mike Barrett</author>
		<pubDate>Sat, 30 Jun 2007 15:02:21 +0000</pubDate>
		<guid>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-14</guid>
					<description>hi guess guess--

great!  i'll post a longer article on the subject later today.  when you get a chance, could you post some of your calculations, either as a response to this thread or to that one?  i'd be interested to see what you've come up with.

thanks!

mike</description>
		<content:encoded><![CDATA[<p>hi guess guess&#8211;</p>
<p>great!  i&#8217;ll post a longer article on the subject later today.  when you get a chance, could you post some of your calculations, either as a response to this thread or to that one?  i&#8217;d be interested to see what you&#8217;ve come up with.</p>
<p>thanks!</p>
<p>mike</p>
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		<title>By: guess guess</title>
		<link>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-15</link>
		<author>guess guess</author>
		<pubDate>Sat, 30 Jun 2007 20:26:44 +0000</pubDate>
		<guid>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-15</guid>
					<description>My approach was to look not at the expected raw score but the expectation of F(score) where F is some function that quantifies the benefit to the applicant of getting a particular score. After all, raw score has no importance in itself, the applicant is more interested in the effect of the score on admission or scholarship chances, impressing friends and employers, or other such things. 

The expected value calculation works fine in this setup and concludes that guessing is advantageous provided that F is convex and disadvantageous if F is concave.

The trouble is that in reality we have a discrete function that is more complicated than either side of that dichotomy and the analysis starts to become fuzzy. Your objection about the guessing being nonrandom can be overcome in various ways, but even in the simpler case that one doesn't account for it, the model does not lead to clear conclusions.</description>
		<content:encoded><![CDATA[<p>My approach was to look not at the expected raw score but the expectation of F(score) where F is some function that quantifies the benefit to the applicant of getting a particular score. After all, raw score has no importance in itself, the applicant is more interested in the effect of the score on admission or scholarship chances, impressing friends and employers, or other such things. </p>
<p>The expected value calculation works fine in this setup and concludes that guessing is advantageous provided that F is convex and disadvantageous if F is concave.</p>
<p>The trouble is that in reality we have a discrete function that is more complicated than either side of that dichotomy and the analysis starts to become fuzzy. Your objection about the guessing being nonrandom can be overcome in various ways, but even in the simpler case that one doesn&#8217;t account for it, the model does not lead to clear conclusions.</p>
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		<title>By: Mike Barrett</title>
		<link>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-16</link>
		<author>Mike Barrett</author>
		<pubDate>Sun, 01 Jul 2007 05:35:09 +0000</pubDate>
		<guid>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-16</guid>
					<description>hmm.  that's gonna require me to re-think how to lay out what i planned on writing.  i've taken a very different approach to the problem, one that's non-statistical.  i think any effective analysis of guessing on the SAT has to take into account the situation that an SAT-taker finds himself in when choosing to guess on a particular SAT question (as opposed to some other type of multiple-choice question).  there are considerations that can't be quantified (or, at least, they can't be quantified by *me* :) ).  i'll sleep on figuring out the best way to put that forth and post that article tomorrow.

thanks,
mike</description>
		<content:encoded><![CDATA[<p>hmm.  that&#8217;s gonna require me to re-think how to lay out what i planned on writing.  i&#8217;ve taken a very different approach to the problem, one that&#8217;s non-statistical.  i think any effective analysis of guessing on the SAT has to take into account the situation that an SAT-taker finds himself in when choosing to guess on a particular SAT question (as opposed to some other type of multiple-choice question).  there are considerations that can&#8217;t be quantified (or, at least, they can&#8217;t be quantified by *me* :) ).  i&#8217;ll sleep on figuring out the best way to put that forth and post that article tomorrow.</p>
<p>thanks,<br />
mike</p>
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		<title>By: SAT Guessing Strategy: The Real Deal</title>
		<link>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-17</link>
		<author>SAT Guessing Strategy: The Real Deal</author>
		<pubDate>Mon, 02 Jul 2007 17:18:40 +0000</pubDate>
		<guid>http://www.grammatix.com/ohhhh-princeton-review-now-i-get-it#comment-17</guid>
					<description>[...] recent post on an article I found about the Princeton Review included a passing remark that the SAT punishes guessing, rather than rewarding [...]</description>
		<content:encoded><![CDATA[<p>[&#8230;] recent post on an article I found about the Princeton Review included a passing remark that the SAT punishes guessing, rather than rewarding [&#8230;]</p>
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