The Validity of Low ACT Scores. ACT Research & Policy. Technical Brief

Autor/inn/en	Cho, YoungWoo; Steedle, Jeffrey; Woodruff, David; Colton, Dean
Institution	ACT, Inc.
Titel	The Validity of Low ACT Scores. ACT Research & Policy. Technical Brief
Quelle	(2020), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; Scores; College Applicants; Student Placement; High School Students; College Bound Students; Predictive Validity; College Freshmen; Grade Point Average; Mathematics Achievement; Reading Achievement; ACT Assessment + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; College applications; Studienbewerber; Schülerpraktikum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienanfänger; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Different uses of the ACT Assessment emphasize different intervals on its 1-36 score scale. Its use by colleges for applicant selection and course placement emphasize the middle and upper intervals of its score scale, and these uses have been extensively validated (ACT, 2019a). Its uses by school districts and state departments of education to assess high school students and evaluate high school performance potentially utilize more of the ACT score scale. The purpose of this study was to investigate the meaningfulness of lower ACT scores to inform the appropriate use of the ACT as an every-student-test for all high school students, not just college bound high school students. Predictive and concurrent criterion validity approaches were used in combination with nonparametric regression to examine the usefulness of low ACT scores. Predictive validity was demonstrated for the ACT Composite score using first-year college grade point average, and meaningful distinctions between ACT Composite scores were observed down to a score of 12. Concurrent validity between WorkKeys tests and the ACT math and reading tests was investigated using nonparametric regression. Meaningful distinctions among ACT math scores were observed down to a score of 11, and ACT reading score distinctions were observed down to a score of 7. Considering that nearly all students earn scores in the range where meaningful distinctions were observed, results indicate that nearly all high school students--not just college bound high school students--have meaningful ACT scores. Hence, it is appropriate to use the ACT as an every-student-test to assess students' achievement of the high school curriculum. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01