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Initial Evidence Supporting Interpretations of Scores from the Enhanced ACT Test. ACT Research. Research Report. R2425

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Title: Initial Evidence Supporting Interpretations of Scores from the Enhanced ACT Test. ACT Research. Research Report. R2425
Language: English
Authors: Jeff Allen, Ty Cruce, ACT Education Corp.
Source: ACT Education Corp. 2025.
Availability: ACT Education Corp. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Peer Reviewed: N
Page Count: 44
Publication Date: 2025
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: College Entrance Examinations, Testing, Change, Scores, Scoring, Test Reliability, Test Validity, College Readiness, College Admission, Test Length, Comparative Analysis, High School Students, Grade Point Average, Error of Measurement
Assessment and Survey Identifiers: ACT Assessment
Abstract: This report summarizes some of the evidence supporting interpretations of scores from the enhanced ACT, focusing on reliability, concurrent validity, predictive validity, and score comparability. The authors argue that the evidence presented in this report supports the interpretation of scores from the enhanced ACT as measures of high school academic achievement and college readiness. In turn, those interpretations support the use of scores from the enhanced ACT for informing college admissions decisions, awarding college scholarships, placing students into programs and courses, identifying students in need of academic support, and measuring academic achievement at the school and district level for accountability systems. Because section test scores from the enhanced ACT are linked to section test scores from the legacy ACT using equipercentile equating methods, the enhanced ACT supports continued interpretations of ACT section scores that were established from the legacy ACT, including interpretations of the ACT College Readiness Benchmarks.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED673802
Database: ERIC
FullText Text:
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  Data: ACT Education Corp. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
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  Data: This report summarizes some of the evidence supporting interpretations of scores from the enhanced ACT, focusing on reliability, concurrent validity, predictive validity, and score comparability. The authors argue that the evidence presented in this report supports the interpretation of scores from the enhanced ACT as measures of high school academic achievement and college readiness. In turn, those interpretations support the use of scores from the enhanced ACT for informing college admissions decisions, awarding college scholarships, placing students into programs and courses, identifying students in need of academic support, and measuring academic achievement at the school and district level for accountability systems. Because section test scores from the enhanced ACT are linked to section test scores from the legacy ACT using equipercentile equating methods, the enhanced ACT supports continued interpretations of ACT section scores that were established from the legacy ACT, including interpretations of the ACT College Readiness Benchmarks.
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      – Text: English
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        PageCount: 44
    Subjects:
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Testing
        Type: general
      – SubjectFull: Change
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      – SubjectFull: Scores
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      – SubjectFull: Scoring
        Type: general
      – SubjectFull: Test Reliability
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      – SubjectFull: Test Validity
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      – SubjectFull: College Readiness
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      – SubjectFull: College Admission
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      – SubjectFull: Test Length
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: High School Students
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      – SubjectFull: Grade Point Average
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      – SubjectFull: Error of Measurement
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      – SubjectFull: ACT Assessment
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      – TitleFull: Initial Evidence Supporting Interpretations of Scores from the Enhanced ACT Test. ACT Research. Research Report. R2425
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              Y: 2025
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