Comprehension is not “evidence”
As I’ve written about recently, the College Board (and David Coleman in particular) appears to have a somewhat tenuous relationship to the concept of evidence. It is therefore entirely unsurprising that the new SAT reflects this muddled definition.
Consider the following:
In a normal academic context, the word “evidence” refers to information (facts, statistics, anecdotes etc.) used to support an argument.
An argument is, by definition, a debatable statement. The point of using evidence is to provide support for one side or the other. On the other hand, reality-based statements that cannot be argued with, at least under normal circumstances, are generally considered facts. (more…)