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Download full textWang, 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
Camara, Wayne J.; Allen, Jeff – ACT, Inc., 2017
Students must choose when to take the ACT for the first time and if and when to retest. States and districts that administer the ACT test to all students must also choose when to administer the test. A key consideration in making these decisions is the impact on scores. Because the ACT is a curriculum-based test of academic achievement, students…
Descriptors: Scores, Time Perspective, Scheduling, Testing
ACT, Inc., 2014
This manual contains technical information about the ACT® college readiness assessment. The principal purpose of this manual is to document the technical characteristics of the ACT in light of its intended purposes. ACT regularly conducts research as part of the ongoing formative evaluation of its programs. The research is intended to ensure that…
Descriptors: College Entrance Examinations, College Readiness, Career Readiness, Standards
Topczewski, Anna; Cui, Zhongmin; Woodruff, David; Chen, Hanwei; Fang, Yu – ACT, Inc., 2013
This paper investigates four methods of linear equating under the common item nonequivalent groups design. Three of the methods are well known: Tucker, Angoff-Levine, and Congeneric-Levine. A fourth method is presented as a variant of the Congeneric-Levine method. Using simulation data generated from the three-parameter logistic IRT model we…
Descriptors: Comparative Analysis, Equated Scores, Methods, Simulation
Chen, Hanwei; Cui, Zhongmin; Zhu, Rongchun; Gao, Xiaohong – ACT, Inc., 2010
The most critical feature of a common-item nonequivalent groups equating design is that the average score difference between the new and old groups can be accurately decomposed into a group ability difference and a form difficulty difference. Two widely used observed-score linear equating methods, the Tucker and the Levine observed-score methods,…
Descriptors: Equated Scores, Groups, Ability Grouping, Difficulty Level
ACT, Inc., 2005
One of the most challenging issues a state must resolve in designing a statewide standards and college readiness assessment is that of how student scores should be reported. The ACT is an effective and reliable measure of student readiness for college and work, but in some cases states may wish to augment the ACT with tests of their own design. In…
Descriptors: Academic Achievement, Raw Scores, Achievement Rating, School Readiness
