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Download full textWang, Shichao; Li, Dongmei; Steedle, Jeffrey – ACT, Inc., 2021
Speeded tests set time limits so that few examinees can reach all items, and power tests allow most test-takers sufficient time to attempt all items. Educational achievement tests are sometimes described as "timed power tests" because the amount of time provided is intended to allow nearly all students to complete the test, yet this…
Descriptors: Timed Tests, Test Items, Achievement Tests, Testing
Wang, Lu; Steedle, Jeffrey – ACT, Inc., 2020
In recent ACT mode comparability studies, students testing on laptop or desktop computers earned slightly higher scores on average than students who tested on paper, especially on the ACT® reading and English tests (Li et al., 2017). Equating procedures adjust for such "mode effects" to make ACT scores comparable regardless of testing…
Descriptors: Test Format, Reading Tests, Language Tests, English
Steedle, Jeffrey; Pashley, Peter; Cho, YoungWoo – ACT, Inc., 2020
Three mode comparability studies were conducted on the following Saturday national ACT test dates: October 26, 2019, December 14, 2019, and February 8, 2020. The primary goal of these studies was to evaluate whether ACT scores exhibited mode effects between paper and online testing that would necessitate statistical adjustments to the online…
Descriptors: Test Format, Computer Assisted Testing, College Entrance Examinations, Scores
Steedle, Jeffrey; McBride, Malena; Johnson, Marc; Keng, Leslie – Partnership for Assessment of Readiness for College and Careers, 2016
The first operational administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) took place during the 2014-2015 school year. In addition to the traditional paper-and-pencil format, the assessments were available for administration on a variety of electronic devices, including desktop computers, laptop computers,…
Descriptors: Computer Assisted Testing, Difficulty Level, Test Items, Scores
