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ACT Readiness
- 1. ACT ASSESSMENT READINESS WORKSHOP
- 5. Take the right courses, get the right score
- 6. Take the right courses, get the right score
- 8. And statements that provide suggestions to progress to a higher level of achievement Statements that describe what students are likely to know and be able to do... ACT’s Standards for Transition helps students improve scores
- 12. Since it’s Curriculum-Based, it is Somewhat Predictable Since the exam draws from a body of knowledge that doesn’t substantially change over time, it is limited in the variety of questions it can ask. Therefore, knowledge of the College Readiness Standards is the test’s best preparation
- 14. Punctuation 10 ques. Grammar and Usage 12 ques. Sentence Structure 18 ques. Rhetorical Strategy 12 ques. Organization 11 ques. Style 12 ques. 75 items, 45 minutes ACT English Test Content
- 21. MATH STRATEGIES
- 23. Hard Question 41.Four carpenters each built an average of 42 chairs last week. If no chairs were left uncompleted, and if Peter, who built 50 chairs, built the greatest number of chairs, what is the least number of chairs one of the carpenters could have built, if no carpenter built a fractional number of chairs? Question 22 has two steps whereas question 41 has four steps. Therefore, question 41 might be a good one to save Medium Question 22.Four carpenters built an average of 42 chairs each last week. If Cynthia built 36 chairs, Nancy built 74 chairs, and Kevin built 13 chairs, how many chairs did Peter build?
- 30. Prose Fiction 25% Social Sciences 25% Humanities 25% Natural Science 25% 40 items, 35 minutes ACT Reading Test Content
- 35. 18. Based on the passage, how does the author feel about the work of Langston Hughes? A . He was the greatest black author of his time B . His appeal was universal C . He was one of the greatest authors of the 20 th century D . His work only appealed to Americans
- 37. Punctuation 13% Grammar and Usage 16% Sentence Structure 24% Rhetoric Strategy 16% Organization 15% Style 16% 75 items, 45 minutes ACT English Test Content
- 40. Science Section
- 41. Drawn from Biology, Chemistry, Physics, and Physical Science: Data Representation 38% Research Summaries 45% Conflicting Viewpoints 17% 40 items, 35 minutes ACT Science Test Content
- 54. 2010-11 ACT National Test Dates * September test dates is now available nationwide. Test Date Registration Late Reg Deadline Deadline April 10, 2010 March 5, 2010 Mar 6-19, 2010 June 12, 2010 May 7, 2010 May 8-21, 2010 Sept. 11, 2010 Oct. 23, 2010 Dec. 11, 2010 Feb. 12, 2011 April 9, 2011 June 11, 2011 Registration deadlines for 2010-2011 will be posted on the Web www.actstudent.org in March 2010.
- 57. Check out ACT’s website at: www.actstudent.org Where Can You Get More Information on The ACT?
- 64. ACT $33.00 ACT Plus Optional Writing $48.00* Late registration additional $21.00 Standby testing additional $41.00 Additional Score Reports $9.00 Early Scores on the Web No charge * The $15.00 Optional Writing Test fee is refundable if a student is absent or the test option is changed before the test begins. Fee waivers are available for The ACT and The ACT Plus Writing How Much Does the ACT Cost? NEW
- 65. When Will I Get My Scores? Your score report will arrive three to seven weeks after you’ve taken the ACT exam.
- 66. It’s up to you! Nationwide, about 1/3 of students who take the ACT also retest. Of those, 55% increased their composite score, 22% had no change, and 23% decreased their composite score. Should I Retest?
- 67. If I retest, can I choose which results to send to colleges? YES! You may select which ACT test to send to colleges. However, you must send the entire student report which includes subscores and your composite score, and the Writing Test score (if you take the Writing Test).
- 71. Remember! An An ACT score is only one item that colleges consider for admission, so Put Your Best Foot Forward!
Hinweis der Redaktion
- For instance, the ACT puts an emphasis on math fundamentals rather than topics and more on science process than content. Another way to think about it is that the ACT is more about depth of understanding than breadth of knowledge.
- This, of course, is the ACT mantra.
- Again, it’s a fact that students who have taken the right courses with the appropriate rigor will be the students best prepared for the ACT assessment.
- The reason science scores, even with the increase, are below the science benchmark is because high school students are taught more topics than process and, most importantly, they’re not taught science reading strategies. High school teachers typically doesn’t teach content-specific reading strategies, which hurts the students as ACT testers. Ironically enough, high school teachers admit that content-specific reading strategies are very important yet also admit that they don’t teach those strategies.
- Math improvements are so high because the more you learn beyond the core is largely analysis-oriented, which the ACT rewards. This is why students who have taken calculus tend to excel on the math portion of the ACT even though there’s no calculus on the test. You may think that if they’ve taken calculus they’re at least a year removed from studying the types of math actually tested on the ACT, so they’d be at a disadvantage. Of course, calculus puts a premium on analysis and math reading, which is rewarded on the ACT.
- Again, the best way to prepare for the test is for a student to understand where their weaknesses are, which is easily accomplished by taking practice tests in the ACT Real Test Prep book and/or through the practice assessments in the ACT Online Prep. course. These scores can then be aligned against the item analysis breakdowns and College Readiness Standards for targeted study.
- You’ll virtually always have someone question the credibility of the ACT assessment if a student can actually increase their score via non-cognitive skills. The answer is that the goal of any exam is to measure the true ability of a student and you don’t want artificial barriers to hold back the attainment of a score that truly reflects a student’s skill set. In reality, all students should learn non-cognitive standardized testing skills to level the playing field and achieve truly representative scores. Non-cognitive does NOT mean teaching students ways in which to bypass the necessity of knowing the content but rather means to ensure that factors like time sensitivity does not keep testers from attaining their true score. It should be remembered that most students are completely unfamiliar with taking exams like the ACT assessment. Of course students in IB and AP are more familiar with this type of testing which may give them an unfair advantage.
- You’ll virtually always have someone question the credibility of the ACT assessment if a student can actually increase their score via non-cognitive skills. The answer is that the goal of any exam is to measure the true ability of a student and you don’t want artificial barriers to hold back the attainment of a score that truly reflects a student’s skill set. In reality, all students should learn non-cognitive standardized testing skills to level the playing field and achieve truly representative scores. Non-cognitive does NOT mean teaching students ways in which to bypass the necessity of knowing the content but rather means to ensure that factors like time sensitivity does not keep testers from attaining their true score. It should be remembered that most students are completely unfamiliar with taking exams like the ACT assessment. Of course students in IB and AP are more familiar with this type of testing which may give them an unfair advantage.
- These are non-cognitive strategies rather than content-specific strategies. This means that this section concentrates on things like timing strategies. When it’s all said and done, these strategies put the tester in control of the test rather than vice versa.
- This is particularly important since Rhetorical questions tend to be more difficult and are ALWAYS more time consuming.
- This strategy alone can realistically improve a score by almost a point assuming the tester gets 50% of the additional two questions they’re going to be able to get to correct.
- It doesn’t make any difference which letter a tester chooses since, ultimately, the answers are evenly distributed. It should also be noted that the answers “NO CHANGE” and “OMIT” are correct just as often as answers that offer specific changes. It’s a fact that testers eliminate the answer “OMIT” 50% percent of the time when it should only be eliminated 25% of the time.
- Since testers know, almost exactly, the types and distribution of questions, they can go into the test with a “question-answer” strategy based upon the optimum score they feel is realistically possible. If they go into the test trying to attain a score above what’s realistic, they’ll never attain their optimum score . Testers need to know things like are they going to leave only 4-step-plus questions blank until the end, how many reading passages they’re going to concentrate on, and how much time they’re going to devote to, say, rhetoric questions. In other words, a student should come into the test knowing approximately how many questions they’re going to answer, guess on, and save for last.
- The key is to know when/where to draw a line in the sand in regard to how much time to spend on a question. Sometimes, even if it’s possible for a tester to answer the question, it may not be worth it if it takes five minutes. The tester may be able answer three questions in the place of the one question, and even if the tester only gets two of the three additional questions correct, it still results in more points than answering the difficult question correctly at the expense of the other three. You’re not rewarded any additional points for getting the tougher questions correct so why devote extra time to them? Again, the tester should control the test rather than vice versa.
- A, B and D are too close in meaning so C must be correct by default.
- It should be emphasized that the difficulty of a question has much more to do with a tester’s preference and confidence than the question’s objective difficulty. A tester may simply be good at algebra regardless of its difficulty and very poor at coordinate geometry regardless of its easiness. The bottom line is that a tester should control the test rather than let the test control the tester.
- Again, the above is a general rule. Ultimately, this should be based on how difficult the tester interprets the question to be.
- This just summarizes what was discussed in the aforementioned several slides.
- You may want to avoid this and the next slide since these techniques essentially bypass the use of the skills that ACT would like the tester to employ. These techniques are the only ones in this presentation that ACT National might be sensitive to.
- ACT would like the tester to create and solve an equation rather than avoid it by backsolving from the answer choices.
- These passages are also always in the order as presented above.
- As is the case in the math section, the difficulty of a passage is based on a tester’s level of preference and confidence. A tester who loves to read fiction and poetry may be great with the prose fiction even though this type of passage is very most difficult for most testers. A great way to study for the reading section is to read the OP-ED section of a local or national newspaper. OP-ED pieces are of similar length and present information in ways similar to ACT reading passages.
- This is a HUGE technique that by itself can result in a ONE point increase in the Reading section.
- The “loop” is simply the feedback mechanism as you move from reading the passage and answering the questions via a “circular” process. The bottom line is that a quick scan of the questions (30 seconds) before starting the read can be very effective since the testers will automatically start to concentrate more when they comes across words in the passage that were also in the questions. Get testers out of the mindset that they have to memorize the passage. It’s impossible, takes too long, and makes testers concentrate on specifics rather than main ideas. It’s also important that testers read the ENTIRE passage before starting to answer questions. If testers simply go to the questions and try to “back-read” they may miss context, transition and the overall main idea/purpose of the passage.
- The test will never have a correct answer that may be disputable, so it’s careful to avoid “absolute” answers. For this reason, they like “soft” answers that don’t make judgments or that could be perceived as politically incorrect.
- Answer C is the only one that is virtually indisputable regardless of any person’s opinion.
- Again, Rhetorical questions are usually the toughest questions and are ALWAYS more time consuming.
- The key to excelling in this section is to be adept at science-specific reading strategies, not memory-based knowledge.
- Note the kinds of questions. None of the question types require the knowledge or regurgitation of specific content.
- The bottom line is to NOT EVEN LOOK AT ANYTHING NEW. The only thing that can result from the tester engaging new information is negative. There is no upside.
- Even though you can tell a school which scores to consider, it’s tough for college admission representatives to discard their knowledge of lower test scores that have already been submitted. It’s similar to when a lawyer says something to a jury that the judge deems inappropriate and then instructs the jury to disregard the information. The bottom line is that regardless of what the judge orders, the jury is still going to consider the recanted information – it’s just human nature. A tester needs to call ACT to find out the “Test Information Release” administration since it’s not really published.
- Spring of the 11th grade is the best time to take the ACT. There are re-testing opportunities the Fall of their senior year. ACT Measures achievement in the four areas. The ACT takes a holistic view of a student - it is more than a test score. Other areas are: UniACT Interest inventory - 90 items where a student ranks their interests. This will come back on their score reports indicating what job family their interests lie. Mention the other two areas.
- Stress this info! More info on the EOS is in their registration package. IF a students checks the EOS box, their information is sent to Colleges and Scholarships for them to recruit and contact the student. IT is in a student’s best interest to check this EOS box.
- Kids with different mindsets will typically do better on one type of test or the other. Kids who are naturally clever but are not necessarily great students may do better on an SAT since it is based more on reasoning than high school content. Kids who aren’t necessarily brilliant but have good grades because they try hard (i.e., “grinders) will typically to better on the ACT since it’s much more curriculum-based. The SAT is good at spotting “diamonds-in-the-rough” whereas the ACT is great at spotting kids who will be successful their freshman year of college.
- 2007-08 National Test Dates. September Test Date is available in: Arizona California Florida Georgia Illinois Indiana Maryland Michigan Missouri Nevada New York North Carolina Oregon Pennsylvania South Carolina Texas Tennessee Washington West Virginia
- These are averages across the nation.
- Of course, the school may already have the scores of the test that you DON’T want it to consider. Of course, once the information is out there it’s impossible to put it back.
- This is the home page for the new actstudent.org web site This is new and cool - encourage schools to link from their school’s homepage