SAINT JOSEPH COLLEGE
SOFTWARE REVIEW
SCORE BUILDER FOR THE SAT and PSAT, VERBAL
Publisher :
The Learning CompanyReviewer’s Name
: Pansy Y. BurchellTarget Population
: Grades 9 - 12PROGRAM DESCRIPTION:
Score Builder for the SAT and the PSAT is a multimedia product that helps students to raise their scores. Score Builder invites students into the country style home of Dr. Gary Gruber, the leading expert in strategies in scoring high on the tests. He offers students one-on-one instructions with his two other instructors, Maia Hansen, Math Instructor, and Rance McDougald, Verbal Instructor. As the program begins, a cottage comes up on the screen with a sign outside that reads Dr. Gary Gruber, Test Prep. The lively graduation march amidst birds tweeting in the tree provides the perfect ambiance for the serious students contemplating college. Close up to the house The Proctor welcomes the student and asks him or her to sign up to participate in the Score Builder. Dr. Gruber introduces himself and points the student to three rooms and all the things around him in his study. There are verbal strategies and vocabulary tests as well as Math strategies. The setting is congenial and conducive to hard work. Dr. Gruber asks the student when will he or she be taking the test and if the student had taken the SAT or PSAT before and what are the expectations in terms of goals set for scores.
CONTENT CLARITY:
The content is very comprehensive and precise. There are subject dividers, namely "I am done" and "To do". There is also a pause button and one to go to the next point. A "click" on Prefix exposes the students to a number of prefixes. The contents are clear at the beginning of the program. They are
TECHNICAL QUALITY:
Score Builders for the SAT is easy to install, and the program is easy to navigate. The introduction and the visuals of a room with a clock and students sitting in an examination room create of the atmosphere and understanding of test taking.
USE OF TECHNOLOGY:
This is a fantastic innovation that is extremely helpful for the student who studies alone without the benefit of a real instructor. This program definitely takes on the role of a surrogate teacher. This use of technology allows for instruction within the home. The program is highly interactive. Students can actively participate in the test taking. The individual student can go at his or her own pace and have work assessed in the process.
ROLE OF STUDENT:
This program is definitely a student directed. This type of program allows the student to chart his or her individual progress. The Word Bank and Flash Cards are two games that will motivate the student. It is great fun to watch points accumulate as the correct answer is given.
ROLE OF THE TEACHER:
The role of the teacher in the program is limited because the program includes instructors who do a good job in explaining things. The only major job I can identify for the classroom teacher is that of making sure that students make fullest use of the program.
CLASSROOM USAGE:
Only one student can use this program effectively at any one time. As a teacher, I would encourage students to buy this program for home use or use it in a school or public library. The program would also fit in well in an SAT prep course, with multiple copies available in a computer lab or classroom setting.
CRITICAL SUMMARY:
I think that it is vital that students preparing for college be exposed to all materials and technology that will stand them in good stead for advanced studies. This piece of software is invaluable and should be placed in high schools and libraries.
OVERALL RATING:
9 out of 10EXPLANATION OF RATING:
I gave this program a rating of 9. I would give it a 10 but for the fact that I believe that coaching by a real teacher is still indispensable to a solid education. The program should be used with other materials including newspapers and magazines. There are no reading comprehension passages and therefore the SAT and the PSAT books are still important. I found this program to be very interesting and would highly recommend it.
Last revised: January 15, 2001