2017 VERSION 1 TECHNICAL BULLETIN. Pre. Pre.

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1 2017 VERSION 1 TECHNICAL BULLETIN Pre Pre

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3 Contents Contents i Tables iii Figures iv Preface v 1 General Description of PreACT Overview and Purpose of PreACT Purposes, Claims, Interpretations, and Uses of PreACT PreACT Evidence and Validity Code of Fair Testing Practices in Education and Code of Professional Responsibilities in Educational Measurement Philosophical Basis for ACT s Tests Administering the PreACT Program PreACT Test Development Description of the PreACT Tests The English Test The Mathematics Test The Reading Test The Science Test Test Development Procedures PreACT Scoring Procedures ACT s College and Career Readiness Standards and College Readiness Benchmarks ACT College and Career Readiness Standards ACT College Readiness Benchmarks PreACT College Readiness Indicators i

4 Contents 4 Technical Characteristics of the PreACT Tests PreACT Score Scales Spring 2016 Pilot Study Predicting ACT Score Ranges Reliability and Measurement Precision PreACT Score Ranges Validity Evidence PreACT Norms The ACT Interest Inventory Score Interpretation and Reporting Development and Norms Psychometric Support Reporting and Data Services Student Report Student Score Label Student List Report Educator Reports Early Intervention Rosters Item-Response Summary Reports Data Service References R.1 ii

5 Tables Table 1.1. Components of ACT s College and Career Readiness Assessments Table 2.1. Table 2.2. Table 2.3. Table 2.4. Specification by Number of Items and Reporting Category for English Specification by Number of Items and Reporting Category for Mathematics Specification by Number of Items and Reporting Category for Reading Specification by Number of Items and Reporting Category for Science Table 3.1. ACT College Readiness Benchmarks Table 3.2. Scale Score Ranges for PreACT College Readiness Indicators Table 4.1. Time Limit Conditions by Form and Subject in Pilot Study (in minutes) Table 4.2. Pilot Data Distribution by Gender, Grade, and Form Table 4.3. Pilot Data Distribution by Ethnicity, Grade, and Form Table 4.4. Pilot Data Distribution by Region of Country Table 4.5. Table 4.6. Table 4.7. Table 4.8. English Matched Sample Descriptive Statistics and Paired t-test Results for Scale Scores Mathematics Matched Sample Descriptive Statistics and Paired t-test Results for Scale Scores Reading Matched Sample Descriptive Statistics and Paired t-test Results for Scale Scores Science Matched Sample Descriptive Statistics and Paired t-test Results for Scale Scores Table 4.9. Operational Time Limits (in minutes) Table English Scale Score Distributions for Grade Table Raw Score Coefficient Alpha Reliability Table PreACT CSEM Values Table Correlations, Observed and (Disattenuated), Between PreACT Pilot and ACT Scores iii

6 Figures Figure 1.1. The Full Picture: Evidence and Validity Figure 4.1. English TCCs Comparing Pre- and Post-Equating Figure 4.2. Mathematics TCCs Comparing Pre- and Post-Equating Figure 4.3. Reading TCCs Comparing Pre- and Post-Equating Figure 4.4. Science TCCs Comparing Pre- and Post-Equating Figure 4.5. Mean p-values for Grade Figure 4.6. Mean p-values for Grade Figure 5.1. The ACT Career Map and Example Results (three shaded map regions). 5.3 iv

7 Preface Preface The PreACT Technical Bulletin contains technical information about the PreACT assessment. The principal purpose of the manual is to document technical characteristics of the PreACT assessment in light of its intended purposes. The PreACT Technical Bulletin documents the collection of validity evidence that supports appropriate interpretations of test scores and describes various content and psychometric aspects of the PreACT. Multiple test design and development processes are articulated documenting how ACT attends to building the assessment in line with the validity argument and how concepts like construct validity, fairness, and accessibility are attended to throughout the process. Also described are psychometric analyses based on data from a pilot study of PreACT administered in the spring of These analyses support the validity argument for PreACT and lay the groundwork for future research and analyses using operational data when available. ACT endorses and is committed to industry standards and criteria. ACT endorses and is committed to complying with The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). ACT also endorses the Code of Fair Testing Practices in Education (Joint Committee on Testing Practices, 2004), which is a statement of the obligations to test takers of those who develop, administer, or use educational tests and test data in the following four areas: developing and selecting appropriate tests, administering and scoring tests, reporting and interpreting test results, and informing test takers. ACT endorses and is committed to complying with the Code of Professional Responsibilities in Educational Measurement (NCME Ad Hoc Committee on the Development of a Code of Ethics, 1995), which is a statement of professional responsibilities for those involved with various aspects of assessments, including development, marketing, interpretation, and use. We encourage individuals who want more detailed information on a topic discussed in this bulletin, or on a related topic, to contact ACT. Please direct comments or inquiries to the address below: Research Services ACT, Inc. 500 ACT Drive Iowa City, Iowa by ACT, Inc. All rights reserved v

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9 CHAPTER 1 General Description of PreACT 1.1 Overview and Purpose of PreACT The PreACT is designed to predict student performance on the full ACT test for English, mathematics, reading and science, and is administered to students in 9th through 12th grades, but highly recommended for 10th grade students. Like all of ACT s assessment programs, PreACT is based on the belief that students and their parents, teachers, counselors, and school administrators will make more productive plans and decisions if they have organized, relevant information available when they need it most. PreACT is designed to provide students with an indication of their educational progress in the context of preparing for the ACT and their post-high school educational and career options they are considering. The results from PreACT can be used to help students make adjustments in their course work to help ensure that they are prepared for the ACT, and also what they want to do after high school. High schools use the data in academic advising and counseling. PreACT includes four multiple-choice tests English, mathematics, reading, and science. PreACT also collects information about student interests, needs, plans, and selected background characteristics that can be useful in guidance and planning activities. ACT provides customers with administration materials including interpretive score report guides. The Student Score Report, which each PreACT examinee receives, contains sections about the student s scores, plans, career interests, and skills. Along with the report, PreACT provides a booklet called Using Your PreACT Results. Students can use this information to ensure their remaining 1.1

10 General Description of PreACT high school courses are the best ones possible to prepare them for college and to help them consider options for life after high school. This booklet along with the PreACT student report can be used to help students get a better sense of where they are, where they might want to go, and how to get there. PreACT functions as a stand-alone assessment and as a precursor to the full ACT test. When used together, these assessments give educators at the secondary-school levels a powerful, interrelated sequence of instruments to measure student development from grades 10 through 12. The PreACT and ACT programs are reported on common scales extending from 1 to 36; the maximum score on each PreACT subject test is 35, and the maximum ACT score is 36. The PreACT assessment results inform students, parents, teachers, and counselors about individual student strengths and weaknesses while there is still time to address them in preparation for the full ACT. The assessments also provide standards-based interpretations through ACT s College Readiness Standards statements that describe students performance regarding the knowledge and skills they have acquired. Because the College Readiness Standards focus on the integrated, higher-order thinking skills that students develop in Grades K 12 and that are important for success both during and after high school, the Standards provide a common language for secondary and postsecondary educators. Using the College Readiness Standards, secondary educators can determine the skills students have and those they are ready to learn next. The Standards clarify college expectations in terms that high school teachers understand. The Standards also offer teachers guidance for improving instruction to help correct student deficiencies in specific areas. PreACT and ACT results can be used to identify students who are on track to being ready for college. ACT s College Readiness Benchmark Scores for English, mathematics, reading, and science were developed to help identify examinees that would likely be ready for doing college-level work in these courses or course areas. Chapter 3 gives details about the College Readiness Standards and Benchmarks. PreACT and ACT results give schools a way to get students engaged in planning their futures. Table 1.1 summarizes the assessment s components. 1.2

11 General Description of PreACT Table 1.1. Components of ACT s College and Career Readiness Assessments Component Grade 10 Grades 11/12 Career and education planning Objective assessments Instructional support PreACT: Interest Inventory Course Taking Needs Assessment PreACT: English Mathematics Reading Science College Readiness Standards ACT: Interest Inventory Course Taking and Grades Student Profile ACT: English Mathematics Reading Science Writing (optional) College Readiness Standards Evaluation Summary Reports Summary Reports Predicted ACT Score 1.2 Purposes, Claims, Interpretations, and Uses of PreACT The PreACT is designed to provide an accurate picture of student readiness as students prepare to take the ACT test. In each subject, the PreACT provides a PreACT score and a predicted ACT score range. Students achievement is expected to grow between 10th and 11th grades. Therefore, students who score below the ACT College Readiness Benchmarks on PreACT in 10th grade may still be on target to meet the Benchmarks in 11th grade. One way the PreACT can be used to evaluate student readiness is through the PreACT College Readiness Indicators. These indicators categorize the student into one of three readiness levels. These levels are On Target, On the Cusp, and In Need of Intervention. For details on how the benchmarks and indicators are derived, see Chapter 3 of this bulletin. In creating the PreACT, a theory of action (TOA) was employed that integrates content validity (academic research, curriculum information, standards) with predictive validity (empirical data), thus following similar methodologies used to build the ACT. The TOA begins by answering fundamental questions about the purpose of the assessment, such as: Who are the intended users? What are the intended uses of the assessment results? What are the intended benefits that may result from using the assessment? What are the intended interpretations or claims based on the assessment? What are measurable outcomes from using the assessment? The answers to these questions emerge as a result of rigorous research and data collection that inform and allow for the identification of high-value skill 1.3

12 General Description of PreACT 1.4 targets in each subject area, providing focal points for the development of tasks and test forms. The process set forth by the TOA further gives rise to hypothesized mechanisms or processes for bringing about the intended goals of the assessment results. For example, cognitive labs, piloting, and field testing are used to validate results and iteratively improve the specifications and design of the assessment. Operational results are used to continuously improve the components of the assessment. Intended Purpose. The PreACT tests are shorter tests than the ACT. They are designed to predict student performance on the full ACT test for reading, English, science, and mathematics (excludes writing), and composite and STEM score when administered to students in grade 10. The tests may also be used by students, parents, and schools to determine areas of improvement for the purpose of preparing for the ACT test. Intended Users. Primary users include students in grade 10 who plan to take the ACT in grades 11 or 12. Additional users include parents interested in their child s performance, as well as educators and school administrators interested in helping students to identify areas of improvement for preparing to take the ACT test. Intended Uses. The primary use for PreACT is to simulate the ACT testing experience and empower students, parents, and educators with valuable insights even sooner than the ACT. Specifically, it provides PreACT scores and STEM and text complexity indicators for high school students who are planning to take the ACT test. Additional uses include prediction of a student meeting the ACT College Readiness Benchmarks when they take the PreACT, improvement ideas for preparing to take the ACT test, and being part of a more holistic assessment of student s knowledge and skills when paired with the interest inventory and other noncognitive information collected during the testing process. Intended Benefits. The intended consequences of using PreACT include: Gaining exposure to the types of content featured on the ACT test Gaining exposure to the testing experience of taking the ACT test Predicting how a student is likely to perform on the ACT test Obtaining a profile of relative strengths and weaknesses in the subject areas assessed by the ACT test Using PreACT scores to better prepare for the ACT test specifically and for college and careers more generally Providing parents, educators, and administrators insights about their students knowledge and skills Providing a more holistic view of a student in combination with the interest inventory and other noncognitive information

13 General Description of PreACT Interpretations and Claims. The principal claims and interpretations of PreACT include the following: 1. PreACT predicts performance on the full ACT in English, reading, mathematics, and science, as well as composite score 2. PreACT measures student readiness on an empirically derived college readiness trajectory. (Note that students taking the PreACT battery will receive ACT Readiness Benchmarks that are linked to the ACT.) The secondary claims, interpretations, and uses of PreACT include the following: 1. PreACT provides instructionally actionable information to students, parents, and educators. Data from the PreACT assessment can be used to identify areas of student strength and weakness in content areas at a variety of levels (student, classroom, school). These data can inform instruction and facilitate the identification of interventions. 2. The PreACT includes the ACT Interest Inventory with documented evidence of validity for career planning purposes, which points students toward a range of good-fit options to consider. In the process of exploration, students can focus on educational and occupational options that are relevant to future satisfaction and success. ACT Interest Inventory results, when used in conjunction with PreACT test scores, provide a more holistic picture of the student s educational development and career-relevant motivations. The ACT Career Map provides a visual overview of the entire work world and provides students with the opportunity to understand their measured interests in that world. Rather than dry lists of occupational titles, the map provides students with a visual bridge for seeing the connections between work and the everyday activities they like to do. Intended Outcomes There are several intended outcomes for the PreACT, including: Connect to test preparation opportunities based on students profile of relative strengths and weaknesses Help students to meet college and career readiness benchmarks Increased educational and occupational preparation as a result of meeting college and career readiness benchmarks Expanded educational and occupational opportunities as a result of increased preparation A more holistic understanding of students knowledge and skills and connections to guidance and development opportunities (in combination with the interest inventory and other noncognitive information collected during the testing process) 1.5

14 General Description of PreACT 1.3 PreACT Evidence and Validity Artifacts of the assessment architecture emerge from the research and data collection process to ensure that items and test forms are eliciting the intended evidence to support the claims made by the assessment. For example, content and item specifications, test blueprints, and benchmarks influence the technical quality and output of test items and forms. These artifacts are informed by several factors, including: Subject-Matter Experts (SME) Academic research on skill targets, sequencing of skills, and grade placement Data and evidence of student understanding collected from the assessments The ACT National Curriculum Survey Survey of standards frameworks including, but not limited to ACT s College and Career Readiness Standards (CCRS), the Next Generation Science Standards (NGSS) and other college and career readiness standards. These factors influence and inform each level of the assessment architecture. The first step in building this architecture is to synthesize research on highvalue skill targets the skill targets that can be shown to offer the most useful evidence for college and career readiness. This evidence is achieved by organizing units of knowledge and skills into levels. The skill units have dozens of smaller components, so they need to be organized into rough levels of difficulty. Once these levels are established, they are connected to form larger skill progressions. This process provides a broader picture of the understanding that emerges from the research and helps to determine what to test for students who are preparing for the ACT test. The next step is to use this research to develop content specifications and task models that articulate the evidence needed to monitor student progress. Tasks are then generated from these specifications and assembled into test forms based on test blueprints. Test blueprints specify constraints that serve to control various factors, including (but not limited to): content coverage, item difficulty, cognitive complexity, reading load, and item latency. Test forms are then administered and student performance data are collected. By linking these data to the ACT college readiness benchmarks and, to a lesser extent, the WorkKeys performance levels, the research team established the predictive scores generated by the PreACT. A back mapping process is employed to statistically link the performance scale of the lower grades (PreACT test takers) to the upper grades (ACT test takers). This process supports longitudinal predictions for performance on the ACT and therefore postsecondary and workforce success. 1.6

15 General Description of PreACT In reviewing what students can do above and below these benchmarks, knowledge and skills statements are authored. These statements are informed by item level data, the CCRS, and SME review. They serve as an interpretive guide to student performance along the score levels. Claims about the assessment are directly related to these descriptions. For example, a student that has scored Ready in mathematics can reference descriptions across the content sampled by the PreACT to understand their performance, and also the knowledge and skills required to reach the next performance level. The following diagram helps to illustrate how validity is composed of multiple sources of research, empirical data, and other forms of evidence. Content validity is shown coming from the research base. Predictive validity information flows in primarily from the ACT and, to a lesser extent, WorkKeys exams. Both channels of information feed into the knowledge and skills needed to perform well on the PreACT, thus supporting an iterative model of refinement that serves the common goal of informing whether a student is on track for college and career readiness. Figure 1.1. The full picture: evidence and validity. 1.4 Code of Fair Testing Practices in Education and Code of Professional Responsibilities in Educational Measurement Since the publication of the original edition in 1988, ACT has endorsed the Code of Fair Testing Practices in Education (Joint Committee on Testing Practices, 2004), a statement of the obligations to test takers of those who develop, administer, or use educational tests and test data. The development of the Code was sponsored by a joint committee of the American Association for Counseling and Development, Association for Measurement and Evaluation in Counseling and Development, American Educational Research Association, American 1.7

16 General Description of PreACT Psychological Association, American Speech-Language-Hearing Association, and National Council on Measurement in Education to advance, in the public interest, the quality of testing practices. The Code sets forth fairness criteria in four areas: developing and selecting appropriate tests, administering and scoring tests, reporting and interpreting test results, and informing test takers. Separate standards are provided for test developers and test users in each of these four areas. ACT s endorsement of the Code represents a commitment to vigorously safeguard the rights of individuals participating in its testing programs. ACT employs an ongoing review process whereby each of its testing programs is routinely reviewed to ensure that it upholds the standards outlined in the Code for appropriate test development practice and test use. Similarly, ACT endorses and is committed to complying with the Code of Professional Responsibilities in Educational Measurement (NCME Ad Hoc Committee on the Development of a Code of Ethics, 1995), a statement of professional responsibilities for those who develop assessments; market and sell assessments; select assessments; administer assessments; interpret, use, and communicate assessment results; educate about assessment; and evaluate programs and conduct research on assessments. A copy of each Code may be obtained free of charge from ACT Customer Services (68) P.O. Box 1008 Iowa City, Iowa Philosophical Basis for ACT s Tests The PreACT multiple-choice tests of educational development share a common philosophical basis with the ACT tests. These two testing programs measure student development in the same curriculum areas of English, mathematics, reading, and science. In simplest terms, the principal difference between the two testing programs are that they focus on knowledge and skills typically attained at different times in students secondary school experience. The ACT, for 11th and 12th graders, focuses on knowledge and skills attained as the cumulative effect of the school experience. PreACT, intended for all 10th graders, focuses on knowledge and skills typically attained early in students secondary school experience (by Grade 10). That is, the tests emphasize what students have learned in the long term and also give the examinees the chance to use knowledge and skills they currently are learning.

17 General Description of PreACT Because the content of the PreACT tests is linked to the ACT framework, understanding the philosophical basis of the PreACT tests requires an appreciation of the philosophical basis of the ACT. The ACT tests are designed to measure how prepared students are to achieve the general academic goals of college. The principal philosophical basis for the ACT is that college preparedness is best assessed by measuring, as directly as possible, the academic skills that students will need to perform college-level work. Complexity is certainly a characteristic of such skills. Thus, the ACT tests are designed to determine how skillful students are in solving problems, grasping implied meanings, drawing inferences, evaluating ideas, and making judgments. Also, the ACT tests are oriented toward the general content areas of college and high school instructional programs. The test questions require students to integrate the knowledge and skills they possess in major curriculum areas with the stimulus material provided by the test. Briefly, then, the philosophical basis for the ACT tests rests on two pillars: (a) the tests should measure academic skills necessary for education and work after high school and (b) the content of the tests should be related to major curriculum areas. The ACT and PreACT are measures of general student achievement with respect to college and career readiness. By contrast, measures of examinee knowledge of specific course content (as opposed to curriculum areas) often do not provide a common baseline for comparisons of students, because courses vary so much across schools, and even within schools. Also, course-specific tests may not measure students skills in problem solving and the integration of knowledge from a variety of courses. ACT s achievement tests can also be contrasted with tests of academic aptitude. The stimuli and test questions for aptitude tests are often purposefully chosen to be dissimilar to instructional materials, and each test within a battery of aptitude tests is usually designed to be homogeneous in psychological structure. Consequently, aptitude tests are often not designed to reflect the complexity of course work or the interactions among the skills measured. Also, because ACT s tests measure skills that are taught in school, the best preparation for ACT s tests should be rigorous course work. Students are sent a clear message that high test scores are not simply a matter of innate ability they reflect a level of achievement that has been earned as a result of hard work and dedication in school. Finally, the ACT and PreACT tests are intended to reflect educational goals that are widely accepted and judged by educators to be important for success in college and work. As such, the content of the tests is designed with educational considerations, rather than statistical and empirical techniques, given paramount importance. For example, content representativeness of the tests is more important than choosing the most highly discriminating items. 1.9

18 General Description of PreACT Administering the PreACT Program The PreACT product is available for administration September through May each year. Consult the PreACT Implementation Plan for further instructions about scheduling your testing and ordering materials. Participation Procedures Each spring, ACT activates its online ordering system for PreACT test materials. Schools are provided notice of this activation and asked to go online and place orders for the next academic year or contact ACT Customer Care for assistance in placing their order. Schools should order test materials at least three to four weeks before their scheduled test date. Ordering at least three to four weeks in advance will allow materials to be delivered one to two weeks before testing, giving testing staff time to prepare. Schools may choose to census test their students in a given grade or provide the testing as optional. Special Testing for Students with Accommodations Special provisions are available for administering PreACT to students who have diagnosed learning or physical disabilities that require extended time or special materials. Special testing materials available include large type and Braille test books for visually impaired students, audio recordings of test books on DVD, and reader s scripts for oral presentation of the test items. Special format materials can be ordered through the online ordering system. Schools are encouraged to administer special tests on the same day as the timed testing session. Administration Schedule The PreACT program has been designed to be administered within a half day during school-supervised sessions. It takes about 3 hours and 15 minutes to complete the entire program: approximately 60 minutes for the non-test sections and 2 hours and 10 minutes for the four subject tests. The PreACT procedures and materials have been designed to allow schools the option of dividing the administration over two or more days. The non-test sections (student plans and background information, Interest Inventory, and course/grade information) may be administered in a nonsecure, supervised school setting on or before the test day. The four subject tests must be administered in a single session on the designated test day. Consult the PreACT Administration Manual for information about makeup testing. PreACT Support Materials PreACT includes a coordinated set of support materials to help students, parents, teachers, counselors, and administrators understand the purposes of the program and the information provided.

19 General Description of PreACT The PreACT Implementation Plan includes links to online materials that provide information about the PreACT product and help schools begin planning their administration. The PreACT Administration Manual is designed to be used by PreACT test coordinators and testing staff. The manual provides detailed instructions for planning and administering the non-test sections and subject tests. The test materials package includes the test books, answer documents, and instruction booklets students will use to test. The administration manuals and other materials needed by test coordinators to administer PreACT are also included. Customers should order one test material package for each student testing, including students who are testing with accommodations materials. The number of administration manuals and answer document return envelopes included in each shipment is determined by the number of students testing. ACT sends a small overage of materials with each order. Student and school reports are typically shipped from ACT one to two weeks from the day ACT receives a school s completed answer folders. Each student who participates in PreACT will receive Using Your PreACT Results, which includes sections on interpreting the Student Report, planning for high school and beyond, career possibilities, and building academic skills. 1.11

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21 CHAPTER 2 PreACT Test Development 2.1 Description of the PreACT Tests The experience of taking the PreACT tests, combined with the selection of rigorous high school courses, will help students perform their best when they take the ACT. For those students who will go from high school to a vocational school or directly into a career, PreACT provides information that will be useful in the selection of courses to be taken in their junior and senior years in preparation for their career of choice. PreACT and the ACT have a common purpose to support students at key decision points in their academic preparation and planning. The programs encourage students to plan and act for their goals and dreams thus increasing their chances of succeeding in life. PreACT and the ACT also provide information helpful to educators guiding students through these important educational and career decisions. The English, mathematics, reading, and science tests in PreACT and the ACT programs are designed with developmentally articulated test specifications, ensuring that the content measured follows a logical developmental sequence across the high school experience. The programs also share common item formats and follow consistent reporting procedures. Additionally, PreACT and the ACT share a common set of noncognitive components: a career interest inventory biographical data 2.1

22 PreACT Test Development a student needs assessment and high school course information Despite having different upper score ranges, PreACT, with a range of 1 35, and the ACT, with a range of 1 36, are on approximately the same score scale. This allows comparison of a student s scores on the two assessment programs. A score increase from PreACT to the ACT can be interpreted as academic development within the limitations of measurement error. PreACT contains four subject tests English, math, reading, and science. These tests are designed to measure students curriculum-related knowledge and the complex cognitive skills important for future education and careers. PreACT results provide students with information that can help them begin making plans for beyond high school. The fundamental idea underlying the development and use of these tests is that the best way to determine how well prepared students are for further education and for work is to measure as directly as possible the knowledge and skills needed in those settings. ACT periodically conducts the ACT National Curriculum Survey to ensure the continued appropriateness of the content on PreACT and the ACT tests. The most recent findings were summarized in ACT National Curriculum Survey The survey is the only one of its kind in the United States. The ACT (and the PreACT) test specifications are driven by this data. Its results have a direct and significant impact on the development of the tests in PreACT and the ACT. This publication is available in PDF at /documents/ncs_report_web.pdf 2.2 The English Test The PreACT English test measures a student s understanding of the conventions of standard written English (punctuation, usage, and sentence structure), production of writing (topic development, organization, unity, and cohesion), and knowledge of language (word choice, style, and tone). The test consists of three essays, or passages, each accompanied by a sequence of multiple-choice test questions. Different passage types are employed to provide a variety of rhetorical situations. Spelling, vocabulary, and rote recall of grammar rules are not tested. Some items refer to underlined portions of the passage and offer several alternatives to the underlined portion. The student must decide which choice is most appropriate in the context of the passage. Some items ask about an 2.2

23 PreACT Test Development underlined portion, a section of the passage, or the passage as a whole. The student must decide which choice best answers the question posed. Many items offer NO CHANGE to the passage as one of the choices. Four scores are reported for the PreACT English test: a total test score based on all 45 items and three reporting category scores based on specific knowledge and skills. The reporting categories are Conventions of Standard English, Production of Writing, and Knowledge of Language. The three reporting categories cover six elements of effective writing: punctuation; usage; sentence structure and formation; topic development; organization, unity, and cohesion; and knowledge of language. These six elements are described briefly below. Note: The approximate percentage of the English test devoted to each reporting category is given in Table 2.1. Conventions of Standard English Punctuation: Recognize common problems with Standard English punctuation and make revisions to improve the writing. Usage: Recognize common problems with Standard English usage in a text and make revisions to improve the writing. Sentence Structure and Formation: Apply understanding of sentence structure and formation in a text and make revisions to improve the writing. Production of Writing Topic Development: Demonstrate an understanding of and control over the rhetorical aspects of texts. Identify the purposes of parts of texts, determine whether a text or part of a text has met its intended goal, and evaluate the relevance of material in terms of a text s focus. Organization, Unity, and Cohesion: Use various strategies to ensure that a text is logically organized, flows smoothly, and has an effective introduction and conclusion. Knowledge of Language Demonstrate effective language use through ensuring precision and concision in word choice and maintaining consistency in style and tone. 2.3 The Mathematics Test The PreACT mathematics test is designed to assess the mathematical skills students have typically acquired in high school math courses. The material covered on the test emphasizes the major content areas that are prerequisites to successful performance in entry-level courses in college mathematics. The test requires use of quantitative reasoning skills to solve practical problems in 2.3

24 PreACT Test Development mathematics. While students must demonstrate some computational skills and recall of basic formulas, extensive computation and recall of complex formulas will not be required. Nine scores are reported for the PreACT mathematics test: a total test score based on all 36 questions and eight reporting category scores. The eight reporting categories addressed in the mathematics test are Preparing for Higher Math, which includes separate scores for Number & Quantity, Algebra, Functions, Geometry, and Statistics & Probability; Integrating Essential Skills; and Modeling. A description of each reporting category is shown below. The overall score on the mathematics test is also used, with the science score, to determine the STEM score The approximate percentage of the mathematics test devoted to each reporting category is given in Table 2.2. Preparing for Higher Math This category captures the more recent mathematics that students are learning, starting when students begin using algebra as a general way of expressing and solving equations. This category is divided into the following five subcategories. Number & Quantity: Demonstrate knowledge of real and complex number systems. Understand and reason with numerical quantities in many forms, including integer and rational exponents and vectors and matrices. Algebra: Solve, graph, and model multiple types of expressions. Employ many different kinds of equations, including linear, polynomial, radical, and exponential relationships. Find solutions to systems of equations, even when represented by simple matrices, and apply knowledge to applications. Functions: Use knowledge of function definition, notation, representation, and application. Manipulate and translate functions, as well as find and apply important features of graphs. Function types include linear, radical, piecewise, polynomial, and logarithmic. Geometry: Define and apply knowledge of shapes and solids, such as congruence and similarity relationships or surface area and volume measurements. Understand composition of objects and solve for missing values in triangles, circles, and other figures, including using trigonometric ratios and equations of conic sections. Statistics & Probability: Describe center and spread of distributions and apply and analyze data. 2.4 Integrating Essential Skills This category addresses concepts typically learned before 8th grade, such as rates and percentages; proportional relationships; area, surface area, and volume; average and median; and expressing numbers in different ways.

25 PreACT Test Development Students will solve problems of increasing complexity, combine skills in longer chains of steps, and apply skills in more varied contexts. Modeling This category represents all items that involve producing, interpreting, understanding, evaluating, and improving models. This category is an overall measure of how well students use modeling skills across mathematical topics. Not all test items are in this category, but those that are in this category are also counted in other appropriate reporting categories detailed above. Students are permitted but not required to use calculators when taking this test. All of the items can be solved without a calculator. Students who use a calculator should use one with which they are most familiar. Please refer to the ACT Calculator Policy found at for specific limitations on student calculator use. 2.4 The Reading Test The PreACT reading test measures the student s reading comprehension. The test questions ask students to derive meaning from three reading passages by (1) referring to what is explicitly stated and reasoning to determine implicit meanings. Specifically, questions ask students to use referring and reasoning skills to determine main ideas; locate and interpret significant details; understand sequences of events; make comparisons; comprehend cause-effect relationships; determine the meaning of context-dependent words, phrases, and statements; draw generalizations; and analyze the author s or narrator s voice and method. The test includes a mix of literary narrative and informational passages that are representative of the levels and kinds of texts commonly encountered in 11th 12th grade and first-year college curricula. Each passage is preceded by a heading that identifies what type of passage it is (e.g., Literary Narrative ), names the author, and may include a brief note that helps in understanding the passage. Each section contains a set of multiple-choice test items. These items do not test the rote recall of facts for outside the passage, isolated vocabulary terms, or rules of formal logic. Four scores are reported for the PreACT reading test: a total test score based on all 25 questions and three reporting category scores based on specific knowledge and skills. The reporting categories are Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas. The approximate percentage of the reading test devoted to each reporting category is given in Table 2.3. Key Ideas and Details Read texts closely to determine central ideas and themes. Summarize information and ideas accurately. Read closely to understand relationships and draw logical inferences and conclusions including understanding sequential, comparative, and cause-effect relationships. 2.5

26 PreACT Test Development Craft and Structure Determine word and phrase meanings, analyze an author s word choice rhetorically, analyze text structure, understand authorial purpose and perspective, and analyze characters points of view. Interpret authorial decisions rhetorically and differentiate between various perspectives and sources of information. Integration of Knowledge and Ideas Understand author s claims, differentiate between facts and opinions, and use evidence to make connections between different texts that are related by topic. Some questions will require students to analyze how authors construct arguments and evaluate reasoning and evidence from various sources. 2.5 The Science Test The PreACT science test measures scientific reasoning skills acquired in general introductory courses in the natural sciences. The test presents five sets of scientific information, each followed by a number of multiple-choice test items. The scientific information is conveyed in one of three different formats: data representation (graphs, tables, and other schematic forms), research summaries (descriptions and results of several related experiments), or conflicting viewpoints (expressions of several related hypotheses or views that are inconsistent with one another). The items require students to recognize and understand the basic features of, and concepts related to, the provided information; to examine critically the relationships between the information provided and the conclusions drawn or hypotheses developed; and to generalize from given information to gain new information, draw conclusions, or make predictions. The PreACT science test is based on the type of content typically covered in early high school science courses. Materials are drawn from biology, chemistry, the Earth/space sciences, and physics. Advanced knowledge in these subjects is not required, but background knowledge that is typically covered in early high school general science courses is needed to answer some of the items. The test emphasizes scientific reasoning skills over recall of scientific content, skill in mathematics, or skill in reading. Students are not permitted to use calculators on the PreACT science test. Four scores are reported for the ACT science test: a total test score based on all 30 questions and three reporting category scores based on scientific knowledge, skills, and practices. 2.6 The three reporting categories addressed in the science test are Interpretation of Data; Scientific Investigation; and Evaluation of Models, Inferences & Experimental Results. The approximate percentage of the test devoted to each

27 PreACT Test Development reporting category is given in Table 2.4. The overall score on the science test is also used, with the math score, to determine the STEM score. Interpretation of Data Students manipulate and analyze scientific data presented in tables, graphs, and diagrams (e.g., recognize trends in data, translate tabular data into graphs, interpolate and extrapolate, and reason mathematically). Scientific Investigation Students understand experimental tools, procedures, and design (e.g., identify variables and controls) and compare, extend, and modify experiments (e.g., predict the results of additional trials). Evaluation of Models, Inferences, and Experimental Results Students judge the validity of scientific information and formulate conclusions and predictions based on that information (e.g., determine which explanation for a scientific phenomenon is supported by new findings). Table 2.1. Specification by Number of Items and Reporting Category for English Number of Items Percentage of Test Reporting Categories Production of Writing % Knowledge of Language % Conventions of Standard English % Total Number of Items % Table 2.2. Specification by Number of Items and Reporting Category for Mathematics Number of Items Percentage of Test Reporting Categories Preparing for Higher Math 21 58% Number & Quantity % Algebra % Functions % Geometry % Statistics & Probability % Integrating Essential Skills 15 42% Modeling 10 28% Total Number of Items % 2.7

28 PreACT Test Development Table 2.3. Specification by Number of Items and Reporting Category for Reading Number of Items Percentage of Test Reporting Categories Key Ideas & Details % Craft & Structure % Integration of Knowledge & Ideas % Total Number of Items % Table 2.4. Specification by Number of Items and Reporting Category for Science Number of Items Percentage of Test Reporting Categories Interpretation of Data % Scientific Investigation % Evaluation of Models, Inferences & Experimental Results % Total Number of Items % 2.6 Test Development Procedures This section describes the procedures that are used in developing the PreACT test. Note that items for PreACT are developed under the development process for the ACT, which is also described in this section. Reviewing Test Specifications Two types of test specifications are used in developing the PreACT tests: content specifications and statistical specifications. Content Specifications. Content specifications for the PreACT tests were developed through the curricular analysis discussed previously. While care is taken to ensure that the basic structure of the PreACT tests remains the same from year to year so that the scale scores are comparable, the specific characteristics of the test items used in each specification category are reviewed regularly. Subject-matter experts review the new forms of the test in order to verify their content accuracy and the match of the content of the tests to the content specifications. At this time, the characteristics of the items that fulfill the content specifications are also reviewed. While the general content of the test remains constant, the particular kinds of items in a specification category may change slightly. 2.8