Sat Essay Max Score For Sat

1600.

Wait, wait – not so fast! Let’s break this down a little. After all, understanding how a test is scored is absolutely vital to, well, getting the highest SAT score possible on it.

Furthermore, some of you may still be thinking: “Uh…isn’t it 2400?”
 

The Quick Answer

It used to be. Up until January 2016, the highest possible score on the SAT was 2400. As of March 2016, however, the highest possible score is now 1600, as it was for most of the twentieth century. So what gives? Were parents just protesting that they wanted to know how well they’d done in comparison to their kids?

Not exactly.  Here’s what happened:
 

The Long Answer

On the “old” (pre-March 2016) SAT, there were three sections: reading, writing, and math. Each section had a possible score of between 200 and 800, for a total composite (overall) score of between 600 and 2400. However, that writing section presented a problem. A significant amount of the score was made up of the grade students received on an essay. Anecdotal evidences indicates that many colleges reasoned that because the essay grading was subjective, the writing score was not so useful for admissions—and so they’d ignore it, making the actual score they were looking at between 400 and 1600.

The College Board, the company that makes the SAT, caught on to this (they’re pretty bright over there). They began a redesign of the test that not only made the essay a score separate from the composite score, but also reworked the test in other areas to make it more relevant to what students were learning in school and to what they’d be learning in college.
 

Highest SAT Score: Section Scores

So! Now, the multiple-choice section of the test is broken down into two categories: Evidence-Based Reading and Writing (which includes both reading passages and English grammar and usage questions), and Math. Within each of these sections, you can score between 200 and 800 (“section scores”), for a total score of 400 to 1600 (“total score”).
 

SAT Subscores and Cross-Test Scores

However, you’ll also receive subscores in the Reading/Writing section: in two separate categories (Reading/Writing & Language), you’ll receive a subscore out of a possible 40 points. This also holds true for Math, though that section doesn’t have subscores.

But wait, there’s more! Now, there’ll also be “cross-test” scores, also out of 40 points. These subscores, as their name implies, cross the tests and apply to Reading, Writing, and Math—basically, any question that has a Science, History, or Social Studies context.
 

New SAT Essay Score

Whew! After all that, the new essay scoring is pretty simple: three scores between 2-8 in the categories of Reading, Analysis, and Writing. The good news, though? It’s now optional, as it is on the ACT. Heads up, though: some colleges may continue to require it.

Head spinning? We don’t blame you! Close your eyes, take a deep breath, and remember this:
The highest SAT score on the new test is 1600. End of story.
 

P.S…Go here for updated information on SAT Score Ranges for the Top 100 Colleges and Universities!

About Rachel Kapelke-Dale

Rachel is a TOEFL and SAT/ACT blogger at Magoosh. She has a Bachelor of Arts from Brown University, an MA from the Université de Paris VII, and is currently a doctoral candidate at University College London. She has taught the TOEFL for six years, and worked with nearly 1,000 students in that time. Currently, Rachel divides her time between the US and London. When she’s not teaching or studying, she’s either riding (horses), or writing (fiction), a pair of activities that sound so similar that it confuses even native English speakers. Follow Rachel on Twitter, or learn more about her writing here!


Magoosh blog comment policy: To create the best experience for our readers, we will approve and respond to comments that are relevant to the article, general enough to be helpful to other students, concise, and well-written! :) If your comment was not approved, it likely did not adhere to these guidelines. If you are a Premium Magoosh student and would like more personalized service, you can use the Help tab on the Magoosh dashboard. Thanks!


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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