دراسة مقارنة بين اختبارات القبول في الجامعات sat, act, ged, est
The current study investigated a comparison between some standardized tests which are SAT, ACT, GED, EST tests in terms of: the targeted groups, subjects, learning outcomes, thinking skills, types of questions, required time for performance and issuance of results, number of courses, the duration of their validity, and the degree of enrollment in the university. This is in order to obtain an American diploma that qualifies for university admission. Accordingly, a theoretical framework was presented and it discussed the capacity of tests in terms of their: concept, objectives, classifications, forms, components, and the procedures of construction; the comparative studies were discussed in terms of their: concept, stages of development, and some theoretical models for conducting them. Finally, an overview of each test was implemented in terms of: definition, general objective, content, learning outcomes, cognitive skills, types of questions, methods of assessment and application, opportunities to convene, and the necessary period to extract the results, test uses, the university admission method, validity, and fees. The comparative descriptive approach and the content analysis method were followed. As well as the forms of data collection and the comparative analysis (prepared by the research team) were applied on the study sample, which were the targeted tests SAT, ACT, GED, and EST. The collected data was also processed using the qualitative analysis. The most important results concluded that there is an agreement between the study sample “tests” in the target groups, while there is a difference between them in the subjects, learning outcomes, types of questions, and the required time to answer. Although there is a difference between the study sample in the targeted thinking skills, they all target critical thinking skills, reading comprehension, problem solving, understanding relationships, and characteristics of personality. The targeted exams are held at least 4 times annually, their results are announced within a maximum of 3 weeks from the date in which they were held, and their validity lasts 5 years. While the degree of university admission differs from one test to another. The current study recommends that the EST test can be separated from the curriculum, the tests can be conducted by private institutions under governmental supervision, the training centers can be established in the needed areas and the follow-up studies are conducted for students who take these tests and are enrolled in university with variables such as: study skills, academic compatibility, academic success, etc. (Published abstract)