Why the SAT's are Innacurate

The article “SAT’s right answers are all wrong,” is relatable and thought-provoking, as it uncovers and disproves the significance of the SAT’s in a student’s academic and intellectual achievement. Specifically, what the article is discussing is the Critical Reading Comprehension section, where test-takers are given a historical, scientific, or literary passage, and asked to answer multiple-choice, analytically-based questions about it. As noted in this article, when the author of the article takes the test, she faces the question of “What is the author’s attitude in Middlemarch?” Now, since the author has a B.A. and a PhD in English, it would only be expected that she’d get it correct, right? No, the author picks the “incorrect” answer. Keep in mind, she is a former English major, and has previously studied the given novel in depth. This only goes to show how even the most debatable questions, which are heavily up for interpretation, are given only one “correct” answer, even when they can be argued otherwise. This article criticizes the current standardized testing system, and how it has defined knowledge and intellectual capacity in a negative way. It shows how even people with the most expertise in a certain area can be baffled by simple-minded answers to broad, abstract questions. I, myself, find the same exact questions to be extremely mind-boggling, where I sometimes feel as though two different answers are both correct, but offer varying opinions on the topic. I strongly believe that the Critical Reading Comprehension section of the SAT should be redesigned to accommodate different viewpoints, and to truly test the strength of the student's rhetoric through offering their own interpretations and arguments.

The original article can be found here:
http://www.salon.com/2013/05/20/sats_right_answers_are_all_wrong_partner/#.WG_yZPA9JCV.twitter
Link to image: http://www.powerlineblog.com/ed-assets/2014/03/sat_exam.jpg