assesment analysis packet
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COMMON
ASSESSMENTANALYSIS
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Table of Contents
Test Results
Summary of P-Value, Discrimination Index and Pint Biserial 3
Sample Item Detail Report 4
Question Strength
Summary of Key Stem and Detractor Characteristics 7
Annotated Sample Questions 8
Importance of Visual and Text Reference Points 11
College Readiness
Summary of the College Readiness Standards 13
Are You College-Ready? 14
Ideas for Progress 15
Matching Questions to Standards 19
Appendix
The College Readiness Standards
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Test Results
Adapted from Achievement Series Administrators Guide by Mike Hoag.
P-Value (Level of Item Difficulty)
* P-Value indicates the percentage of the total group that got the item correct.
* The optimal difficulty of an item depends on the type of question and the number of detractors.
* For a four response multiple choice test, a P-Value of about 63% is optimal.
* For true-false items, a 75% difficulty level is recommended.
* Items with P-Values ofless than 30% (possibly too difficult) or more than 90% (possibly too easy -
needs attention.
* It is recommended that the first few items of a test be easy (90% or higher) to put students at ease.
Discrimination Index
Discrimination Index is a measure of the effectiveness of an item to discriminate between those
students who have mastered the material and those who have not.
Rules of Thumb:
* Items with discrimination index above 40% - excellent
* Items at or above 25% to 40% are acceptable
* Items having an index below 25% would be considered poorly discriminating.
Point Biserial
Point Biserial measures the correlation between the correct answer on an item and the total test score
of a student. Point biserial identifies items that correctly discriminate between high and low
groups as defined by the test as a whole.
Rules of Thumb
.30 and above - Very good item
.20 to .29 - Reasonably good item
.09 to .19 - Marginal item; needs improvementBelow .09 - Poor item; reject or improve
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Test Details Report - English 1 Semester 1 (reg and honors) Final ExamItem 26 Item Name: Answer Key Item Item Type: MC
Bank Name: 26 Item ID: Answer Key Item
Item Statistics: No. of Student Responded: 2177 P-Value: 0.95
No. of Student Correct: 2073 Upper 27%: 0.98
No. of Student Incorrect: 104 Lower 27%: 0.91
No. of Student Partially Correct: 0 Discrimination Index: 0.07
No. of Student Skipped: 0 Point Biserial: 0.11
Choice
Statistics:Choice Frequency Point Biserial
A. 0.017 N/A
B. 0.024 N/A
C. ** 0.952 N/A
D. 0.006 N/A
NoResponse. 0.000 N/A
Item 27 Item Name: Answer Key Item Item Type: MC
Bank Name: 27 Item ID: Answer Key Item
Item Statistics: No. of Student Responded: 2173 P-Value: 0.70
No. of Student Correct: 1519 Upper 27%: 0.91
No. of Student Incorrect: 654 Lower 27%: 0.46
No. of Student Partially Correct: 0 Discrimination Index: 0.45
No. of Student Skipped: 4 Point Biserial: 0.30
Choice
Statistics:Choice Frequency Point Biserial
A. ** 0.698 N/A
B. 0.127 N/A
C. 0.029 N/A
D. 0.145 N/A
NoResponse. 0.002 N/A
Item 28 Item Name: Answer Key Item Item Type: MC
Bank Name: 28 Item ID: Answer Key Item
Item Statistics: No. of Student Responded: 2173 P-Value: 0.86
No. of Student Correct: 1871 Upper 27%: 0.98
No. of Student Incorrect: 302 Lower 27%: 0.65
No. of Student Partially Correct: 0 Discrimination Index: 0.33
No. of Student Skipped: 4 Point Biserial: 0.36
Choice
Statistics:Choice Frequency Point Biserial
A. 0.017 N/A
B. ** 0.859 N/A
C. 0.101 N/A
D. 0.021 N/A
NoResponse. 0.002
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Item 47 Item Name: Answer Key Item Item Type: MC
Bank Name: 47 Item ID: Answer Key Item
Item Statistics: No. of Student Responded: 2175 P-Value: 0.98
No. of Student Correct: 2123 Upper 27%: 1.00
No. of Student Incorrect: 52 Lower 27%: 0.93
No. of Student Partially Correct: 0 Discrimination Index: 0.07
No. of Student Skipped: 2 Point Biserial: 0.27
Choice
Statistics:Choice Frequency Point Biserial
A. ** 0.975 N/A
B. 0.011 N/A
C. 0.009 N/A
D. 0.003 N/A
NoResponse. 0.001 N/A
Item 48 Item Name: Answer Key Item Item Type: MC
Bank Name: 48 Item ID: Answer Key Item
Item Statistics: No. of Student Responded: 2174 P-Value: 0.92
No. of Student Correct: 2002 Upper 27%: 0.98
No. of Student Incorrect: 172 Lower 27%: 0.83
No. of Student Partially Correct: 0 Discrimination Index: 0.15
No. of Student Skipped: 3 Point Biserial: 0.22
Choice
Statistics:Choice Frequency Point Biserial
A. 0.034 N/A
B. ** 0.920 N/A
C. 0.037 N/A
D. 0.007 N/A
NoResponse. 0.001 N/A
Item 49 Item Name: Answer Key Item Item Type: MC
Bank Name: 49 Item ID: Answer Key Item
Item Statistics: No. of Student Responded: 2174 P-Value: 0.78
No. of Student Correct: 1696 Upper 27%: 0.95
No. of Student Incorrect: 478 Lower 27%: 0.59
No. of Student Partially Correct: 0 Discrimination Index: 0.35
No. of Student Skipped: 3 Point Biserial: 0.28
Choice
Statistics:Choice Frequency Point Biserial
A. 0.080 N/A
B. 0.064 N/A
C. ** 0.779 N/A
D. 0.075 N/A
NoResponse. 0.001
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Question Strength
Most of the research the major assessment companies use to create the style and structure ofquestions is based on the work Stanford and Harvard have done over the years regarding question quality or
question strength.
Strong questions engage students in the way the question (called a stem) and the choices (called detractors) are
constructed. Certain patterns, words, and phrases are more preferred as they tend to tap into thinking skills
that are of a higher order: inferring, concluding, summarizing, analyzing, synthesizing, etc.
On the next several pages, there are some illuminated examples of retired ACT questions. These examples
highlight specific aspects of questions that engage students in the question.
Stems
1. Construct a question around a keyword, such as infer, suggest, or conclude.
2. Use narrowing statements such as According to the author..., Based on the reading...
3. Use attribution or reference statements, such as to the author, writer or passage, or to the chart, graph,
figure or table.
4. Longer stems draw in a reading and engage their thought process. Create a context-setting statement and
tell a story.
Detractors
1. Choices should be similar in length and style, and often share common words.
2. Use active verbs to lead the detractor.
3. There should not be a detractor that can easily be eliminated.
4. Use 5 choices in Math.
(ETS, ACT)
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It would be reasonable to infer, based on this passage, that members of
the Federal Bureau of Termination would be most commonly recognized
by their:
A. formal badges
B. purple uniforms
C. informal insignia
D. green uniforms
KeywordNarrows the scope of the question
Not exclusive or absolute
Similar adjective/noun construct
As part of a wood shop project, two students build a cabinet that is 6 feet tall, 2
feet wide and 3 feet deep. Half of the cabinet's interior volume will be used for
storing tools, leaving the other half free for personal items. How much volume will
be available for students to use?
A. 18 cubic feet
B. 24 cubic feet
C. 36 cubic feet
D. 48 cubic feet
mix ofnumericaland literal
terms
detractors chunked in a similar fashion(i.e. There is not a 21.7 cubic feet choice)
Tellsa
story
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By remarking that a creature with a brain no larger than a grass seed can
accomplish what a scout bee does, the writer intended that we share her
sense of:
A. astonishment and delight
B. propriety and humor
C. annoyance and reservation
D. enthusiasm and relaxation
Keyword
Narrows the scope of the question
Similar length, style and struture
attribution
Based on this chart, which population had the least variation
throughout the time period measured?
A. turtles
B. dinosaurs
C. snakes
D. crocodilians
3-variable visual Narrows the scope of thequestion through attribution
addressesthe 3rdvariable
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A person goes to the store and purchases the following items: 2 large
soft drinks costing $1.59 each, 1 loaf of bread costing $1.17 and 8 pounds
of potatoes costing $.30 per pound. If there is a 4% sales tax on all of the
items, what is the total bill?
A. $3.18
B. $5.37
C. $6.75
D. $7.02
E. $9.45
Similar style
Keyword
Tellsa
story
Houses in many coastal areas are built on stilts to keep the houses
above water. According to Scientist #2, which of the following
would one most likely predict about the radon hazard in
those houses?
A. Radon would accumulate
to high levels in the lowest floor of the houses
B. Radon would accumulate to high levels in the highest floor
of those houses
C. Radon would not be a hazard because the drinking water is
aerated inside the houses
D. Radon would not be a hazard because the lowest floor of those
houses is not in contact with the soil or bedrock
Narrowing through attribution
Sets a
context
Cycles through one constant (Radon) and two variables (accumulate
or not accumulate and highest or lowest floors)
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70 14 7 14
Blood Throat
RASH
FEVER
COLD
Days after Exposure Days after Onset Years
1 5 1
EXPOSURE
ONSET
Symptoms
Virus Excretion
Antibody Level
Visuals and Text Refererence Points
During the development of chemistry, many chemists attempted to explain the changes that occur whencombustible (capable of burning) materials burn and metals corrode or rust. The following are two proposed
theories.
Phlogiston Theory
According to this theory, combustible materials, such as wood, coal, or metal contain a massless "essence" or
presence called phlogiston. When combustion occurs, the phlogiston is released from the combusting object and
absorbed by the air. For example, when a piece of wood is burned, phlogiston is released to the air and the wood
converted to ash. The ash is free of phlogiston and can no longer support combustion. Similarly, if a metal is
heated, the phlogiston is lost to the air and the metal is converted into a nonmetallic, powdery substance called
ash, or calx. The corrosion (changing of a substance by a chemical reaction) of metals, such as the rusting of iron
(Fe), also involves the loss of phlogiston from the metal, but at a slower rate than burning. Rust can be turned ba
into metal by heating it in air with a substance rich in phlogiston, such as charcoal.
Oxygen Theory
According to this theory, burning and rusting involve an element called oxygen, which is found in the air. The
complete combustion of a piece of wood involves the rapid reaction of the wood with oxygen gas (O2) to produce
carbon dioxide (CO2), which is a nonflammable gas, and water (H20). The rusting of iron involves the slow
reaction of iron with oxygen to produce iron oxides such as Fe203. These iron oxides are known as rust. Heating
rust with charcoal produces iron because the charcoal combines with the oxygen in the rust. In these
transformations, there is a conservation of mass (the total mass of the reactants must equal the total mass of the
products in a chemical reaction). In these reactions matter is neither created nor destroyed, but merely
transformed.
Graphs dont have to be overly
scientific. They can capture
an everyday, relevant
occurence.Short readings provide a
context for the student
navigate and significantly
enrich a question.
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College Readiness
The purpose of the College Readiness Standards is to define the essential skills students need be successful in
entry-level college courses. Sorted into four areas - Math, English, Reading and Science - the standards give adetailed description of particular skills students should be able to perform related to their readiness for post-h
school experiences.
These standards play an important role in the ACT test, given to all juniors as a part of the Prairie State
Achievement Exam. The ACT uses these standards to write test. Colleges also use these standards to structur
the rigor of their entry-level courses. And students receive a report section on their personalized test results th
puts their results in context with the standards.
The standards are sequenced in three ways: Not Meeting Standards, Meeting Standards and Exceeding
Standards.
This illustrates the progression of skills students should be making as they take courses and travel from fresh
year to senior year. The standards are sequenced in three ways: Not Meeting Standards, Meeting Standards a
Exceeding Standards.
This illustrates the progression of skills students should be making as they take courses and travel from fresh
year to senior year.
Within each of the 4 sets of standards, they are divided into domains or areas. These same domains are used b
the ACT in structuring their test.
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English >> Score Range 1619
Topic Development in Terms of Purpose and Focus
continue reading writers of various genres and imitating their work
write longer and more complicated essays, stories, reviews, etc.
state the main theme of or summarize essays they have written
revise essays by eliminating sentences or ideas that violate the essays focus
Organization, Unity, and Coherence
recognize and experiment with more sophisticated organizational structures (e.g., comparison-
contrast, cause-effect)
revise writing to delete illogical conjunctive adverbs
discuss the most logical place to add specific information in a draft essay
discuss the purpose and the importance of the opening paragraph for directing the rest of the
piece
Word Choice in Terms of Style, Tone, Clarity, and Economy
revise writing to make it more concise and precise
discuss and model tone and style
Sentence Structure and Formation
experiment with writing more sophisticated sentences; check to ensure verbs agree with subjects
and modifiers dont dangle
Conventions of Usage
revise sentences to ensure that each verb agrees with its subject when there is some text between
the two
Conventions of Punctuation
use commas to set off parenthetical phrases
Ideas for Progress: EnglishStudents results should influence our practices in the classroom. One of the resources available is what is called
Ideas for Progress. These bulleted lists provide guidance for individual lesson and activities.
Weve included the Ideas for Progress related to a score range of 16-19 as most freshmen and sophomores fall
within this range of ability 1-2 years in advance of the test.
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Mathematics >> Score Range 1619
Basic Operations & Applications
solve routine arithmetic problems that involve rates, proportions, and percents
model and solve problems that contain verbal and symbolic representations of money
do multistep computations with rational numbers
Probability, Statistics, & Data Analysis
interpret data and use appropriate measures of central tendency to find unknown values
find the probability of a simple event in a variety of settings
gather, organize, display, and analyze data in a variety of ways to use in problem solving
conduct simple probability experiments, use a variety of counting techniques (e.g., Venn diagrams, Fundamenta
Counting Principle, organized lists), and represent results from data using different formats
Numbers: Concepts & Properties
apply elementary number concepts, including identifying patterns pictorially and numerically (e.g., triangular
numbers, arithmetic and geometric sequences), ordering numbers, and factoring
recognize, identify, and apply field axioms (e.g., commutative)
Expressions, Equations, & Inequalities
create expressions that model mathematical situations using combinations of symbols and numbers
evaluate algebraic expressions and solve multistep first-degree equations
Graphical Representations
sketch and identify line segments, midpoints, intersections, and vertical and horizontal lines
Properties of Plane Figures describe angles and triangles using mathematical terminology and apply their properties
Measurement
find area and perimeter of a variety of polygons by substituting given values into standard geometric formulas
Functions
evaluate polynomial functions that use function notation
distinguish between range and domain
Ideas for Progress: MathematicsStudents results should influence our practices in the classroom. One of the resources available is what is called
Ideas for Progress. These bulleted lists provide guidance for individual lesson and activities.
Weve included the Ideas for Progress related to a score range of 16-19 as most freshmen and sophomores fall
within this range of ability 1-2 years in advance of the test.
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Reading >> Score Range 1619
Main Ideas and Author's Approach
analyze techniques used by the author of a text to reveal or conceal his or her point of view
Supporting Details
explain in their own words the significance of specific information in written or nonprintsources
distinguish between what is most and least important in a text
Sequential, Comparative, and Cause-Effect Relationships
place events from a literary text in chronological order by locating substantial evidence from the
text
identify similarities and differences between people, objects, events, or ideas, drawing accurate
conclusions
identify interrelationships between and among people, objects, events, or ideas in written or
non-print sources
determine factors that have clearly influenced the outcome of a situation
identify statements in texts that clearly state the cause(s) and effect(s) of specific events
Meanings of Words
clarify the meanings of words or descriptive phrases by searching for clues in the text (e.g.,
sentence structure, context, prefixes/suffixes, spelling patterns)
Generalizations and Conclusions
make accurate generalizations about people and events based on evidence presented in the text
identify inaccurate generalizations (e.g., stereotypes) in written or nonprint sources
identify details in a challenging text that confirm or disprove conclusions drawn by the author
or narrator and by the students themselves or their peers
make reasoned judgments about ideas and events based on evidence from written or nonprint
sources
Ideas for Progress: ReadingStudents results should influence our practices in the classroom. One of the resources available is what is called
Ideas for Progress. These bulleted lists provide guidance for individual lesson and activities.
Weve included the Ideas for Progress related to a score range of 16-19 as most freshmen and sophomores fall
within this range of ability 1-2 years in advance of the test.
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Science >> Score Range 1619
Interpretation of Data
display data gathered in laboratory exercises in a variety of formats (e.g., line graphs, pie charts,
bar graphs)
Scientific Investigation
perform experiments that require more than one step
conduct a simple experiment that makes use of a control group
Evaluation of Experiments, Models, and Assertions
read descriptions of actual experiments (e.g., completed science fair research, simple experiments
from science education journals) and discuss whether the conclusions that were made support or
contradict the hypotheses
formulate hypotheses, predictions, or conclusions based on the results of an experiment
Ideas for Progress: ScienceStudents results should influence our practices in the classroom. One of the resources available is what is called
Ideas for Progress. These bulleted lists provide guidance for individual lesson and activities.
Weve included the Ideas for Progress related to a score range of 16-19 as most freshmen and sophomores fall
within this range of ability 1-2 years in advance of the test.
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ACT English:Match Between College Readiness Standards and Test Questions
3
ACT EnglishCollege Readiness Standards
ACTSample Test Question
Word Choice in Terms of Style, Tone, Clarity, andEconomy (WCH), 1619
301. Delete obviously synonymous and wordy material in asentence
Sandra Cisneros, perhaps the best known Latina author inthe United States, writes poems and stories . . .
01.*A. NO CHANGEB. author and writerC. author and novelistD. wordsmith and author
Conventions of Punctuation (COP), 1619
302. Delete commas that disturb the sentence flow (e.g.,between modifier and modified element)
. . . whose titles aloneBarbie-Q, My Lucy Friend WhoSmells Like Corn, Woman Hollering Creekengage
potential readers curiosity.
02.*F. NO CHANGEG. potential, readersH. potential, readersJ. potential readers
Topic Development in Terms of Purpose and Focus(TOD), 2023
402. Determine relevancy when presented with a variety ofsentence-level details
Ironically, this renowned writer, whose books are printed onrecycled paper, did not do well in school.
03. A. NO CHANGEB. writer, who is recognized by her orange and black
eyeglasses,C. writer, who likes to write at night,
*D. writer
Sentence Structure and Formation (SST), 2832
601. Use sentence-combining techniques, effectivelyavoiding problematic comma splices, run-onsentences, and sentence fragments, especially insentences containing compound subjects or verbs
When she lectures at schools and public libraries, Cisneros presents the evidence. An elementary school report cardcontainingCs, Ds, and a solitary B (for conduct).
04. F. NO CHANGE*G. evidence: anH. evidence; anJ. evidence an
Sentence Structure and Formation (SST), 2023
401. Recognize and correct marked disturbances ofsentence flow and structure (e.g., participial phrasefragments, missing or incorrect relative pronouns,dangling or misplaced modifiers)
Her persistence paid off in her twenties, when Cisneros wasadmitted prestigious to the Writers Workshop at theUniversity of Iowa.
05. The best placement for the underlined portion wouldbe:
A. where it is now.B. before the word admitted.
*C. before the word Writers.D. before the word Workshop.
Organization, Unity, and Coherence (OUC), 2427
501. Determine the need for conjunctive adverbs orphrases to create subtle logical connections between
sentences (e.g., therefore, however, in addition)
Cisneros soon observed that most of her classmates at theuniversity seemed to have a common set of memories, basedon middle-class childhoods, from which to draw in theirwriting.
06.*F. NO CHANGEG. furthermoreH. neverthelessJ. therefore
Conventions of Punctuation (COP), 2023
402. Delete unnecessary commas when an incorrectreading of the sentence suggests a pause that shouldbe punctuated (e.g., between verb and direct objectclause)
Cisneros felt decided out of place.
07.*A. NO CHANGEB. Cisneros herself,C. Cisneros, herselfD. Cisneros,
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ACT EnglishCollege Readiness Standards
ACTSample Test Question
Conventions of Usage (COU), 1619
301. Solve such grammatical problems as whether to use
an adverb or adjective form, how to ensurestraightforward subject-verb and pronoun-antecedentagreement, and which preposition to use in simplecontexts
Cisneros felt decided out of place.
08. F. NO CHANGE
G. deciding*H. decidedlyJ. decidedly and
Organization, Unity, and Coherence (OUC), 2427
503. Add a sentence to introduce or conclude the essay orto provide a transition between paragraphs when theessay is fairly straightforward
09. Which of the following true statements, if added here,would best serve as a transition between the challengesCisneros faced as an aspiring writer and her success inmeeting those challenges?
A. She did not know what to do.*B. Then she had a breakthrough.C. At that point she almost went home to Chicago.D. She wondered whether she was in the right field.
Sentence Structure and Formation (SST), 2023
401. Recognize and correct marked disturbances ofsentence flow and structure (e.g., participial phrasefragments, missing or incorrect relative pronouns,dangling or misplaced modifiers)
Her voice, which by being one of a Latina living outside themainstream, found a large and attentive audience . . .
10. F. NO CHANGE*G. voicethat of a Latina living outside the
mainstreamH. voice, being one of a Latina living outside the
mainstream, itJ. voicein which it was a Latina living outside the
mainstream
Sentence Structure and Formation (SST), 2832
601. Use sentence-combining techniques, effectivelyavoiding problematic comma splices, run-onsentences, and sentence fragments, especially in
sentences containing compound subjects or verbs
. . . found a large and attentive audience in 1984 with thepublication of her first short story collection, The House onMango Street.
11.*A. NO CHANGEB.
1984. WithC. 1984; withD. 1984, with,
Organization, Unity, and Coherence (OUC), 1315
201. Use conjunctive adverbs or phrases to show timerelationships in simple narrative essays (e.g., then,this time)
Today, this book is read by middle school, high school, andcollege students across the United States.
12.*F. NO CHANGEG. In the future,H. Meanwhile,J. At the same time,
Sentence Structure and Formation (SST), 2427
501. Revise to avoid faulty placement of phrases andfaulty coordination and subordination of clauses in
sentences with subtle structural problems
But having made the argument that, in order for largenumbers of young Latinos to achieve literary success, theeducational system itself must change.
13. A. NO CHANGE*B. she argues that,C. arguing that,D. she argues that, when
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ACT EnglishCollege Readiness Standards
ACTSample Test Question
Word Choice in Terms of Style, Tone, Clarity, andEconomy (WCH), 2427
503. Use the word or phrase most appropriate in terms ofthe content of the sentence and tone of the essay
Cisneros hints that she succeeded in spite of the educationalsystem. Im the exception, she insists, not the rule.
14. Which choice best shows that Cisneros is emphaticabout expressing the belief stated in this sentence?
F. NO CHANGEG. saysH. supposes
*J. asserts
Topic Development in Terms of Purpose and Focus(TOD), 2832
601. Apply an awareness of the focus and purpose of afairly involved essay to determine the rhetorical effectand suitability of an existing phrase or sentence, or todetermine the need to delete plausible but irrelevantmaterial
15. The writer is considering deleting the precedingsentence. If the writer decided to delete this sentence,the paragraph would primarily lose a statement that:
A. enhances the subject and the setting.*B. provides support for a point previously made.C. humorously digresses from the main topic of the
paragraph.D.
contradicts Cisneross claim made earlier in theessay.
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ACT Mathematics:Match Between College Readiness Standards and Test Questions
6
ACT MathematicsCollege Readiness Standards
ACTSample Test Question
Basic Operations & Applications (BOA), 1315
202. Solve problems in one or two steps using whole
numbers
01. Ten boxes of books were delivered to the schoollibrary. There were 50 books in each box, except forthe last box, which contained only 40 books. How
many books did the library receive in this delivery?
A. 050B. 450
*C. 490D. 500E. 540
Expressions, Equations, & Inequalities (XEI), 1315
202. Solve equations in the formx+ a = b, where a and bare whole numbers or decimals
02. What is the solution ofx + 3.4 = 20.91 ?
F. 24.31G. 23.95H. 17.87
*J. 17.51K. 06.15
Probability, Statistics, & Data Analysis (PSD), 1619
304. Perform computations on data from tables andgraphs
03. Anton went to Mexico during summer vacation withhis Spanish class. He recorded the number of pesos hespent each day in a table, as shown below. What wasthe mean number of pesos he spent per day?
A. 100B. 150
*C. 200D. 220E. 300
Expressions, Equations, & Inequalities (XEI), 1619301. Substitute whole numbers for unknown quantities to
evaluate expressions
04.
If a = 10, then which of the following represents8,003 ?
F. 08a + 3G. 80a + 3H. 08a2 + 3
*J. 08a3 + 3K. 08a4 + 3
Probability, Statistics, & Data Analysis (PSD), 2023
403. Determine the probability of a simple event
05. A bag contains 4 red jelly beans, 5 green jelly beans,and 3 white jelly beans. If a jelly bean is selected atrandom from the bag, what is the probability that thejelly bean selected is green?
A. 112
B. 1
5
C. 523
*D. 512
E. 57
The sample test question in the 1315 range is an example of an item answered correctly by 80% of the PLAN examineeswho obtained scores in this score range. A PLAN test question is given because it was not possible, using the 80%criterion, to identify an ACT sample test question for this score range.
July 1 2 3 4 5
Pesos spent 250 100 150 100 400
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ACT MathematicsCollege Readiness Standards
ACTSample Test Question
Expressions, Equations, & Inequalities (XEI), 2023
404. Perform straightforward word-to-symbol translations
06. An earring manufacturing company has fixed costs of$10,000 per month and production costs of $0.60 foreach pair of earrings it makes. If the company produces
x pairs of earrings in a month, which of the followingexpressions represents the total of the companysmonthly costs?
F. $10,000xG. $10,000 +xH. $10,000x + $0.60
*J. $10,000 + $0.60xK. ($10,000 + $0.60)x
Expressions, Equations, & Inequalities (XEI), 2023
403. Solve routine first-degree equations
07. For what value ofa is x = 3 a solution to the equationx + 3 = ax + 9 ?
A. 1.5B. 1
*C. 1
D. 1.5E. 3
Graphical Representations (GRE), 2023
401. Locate points in the coordinate plane
08. QuadrilateralABCD has vertices (2,1), (4,3), (5,2),and (1,3) in the standard (x,y) coordinate plane.Suppose ABCD is translated 2 units to the left and1 unit down, forming quadrilateral ABCD. Which ofthe following shows the coordinates of the vertices of
ABCD ?
*F. (4,2), (2,4), (3,1), (3,2)G. (3,3), (3,5), (4,0), (2,1)H. (2,2), (4,4), (5,1), (1,2)J. (0,0), (6,2), (7,3), (1,4)K. (4,2), (8,6), (10,4), (2,6)
Graphical Representations (GRE), 2427
502. Determine the slope of a line from points or equations
09. The scales on both axes of the standard (x,y) coordinate plane below are the same. Of the following, which is
the best estimate for the slope of B ?
O x
y
A
B
A. 4
B. 0 34
*C. 0 14
D. 14
E. 4
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ACT MathematicsCollege Readiness Standards
ACTSample Test Question
Basic Operations & Applications (BOA), 2427
501. Solve multistep arithmetic problems that involve
planning or converting units of measure (e.g., feet persecond to miles per hour)
10. A truck sprang a leak at the bottom of its radiator,which held 480 ounces of fluid when it started to leak,and started losing radiator fluid at a constant rate of
4 ounces per minute. Suppose that the radiatorcontinued to leak at this constant rate and that thetruck, traveling at 35 miles per hour, could continuetraveling at this rate until its radiator was completelyempty. In how many miles would the radiator beempty?
F. 013.7G. 017.5H. 035.0
*J. 070.0K. 120.0
Numbers: Concepts & Properties (NCP), 2427
506. Work problems involving positive integer exponents 11. Fory 0,
8
2
y
y
is equivalent to:
A. 1B. 4C. y3D. y4
*E. y6
Properties of Plane Figures (PPF), 2427
501. Use several angle properties to find an unknownangle measure
12. In ABD below, points D, C, and B are collinear, AD
is perpendicular to DB , and C bisects DAB. Ifthe measure of CBA is 40, what is the measure ofACB ?
A
D C B
*F. 115G. 112.5H. 110J. 107.5K. 105
Measurement (MEA), 2427
501. Compute the area of triangles and rectangles whenone or more additional simple steps are required
13. You have enough material to build a fence 40 meterslong. If you use it all to enclose a square region, howmany square meters will you enclose?
A.160*B. 100
C. 080D. 040E. 020
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ACT MathematicsCollege Readiness Standards
ACTSample Test Question
Numbers: Concepts & Properties (NCP), 2832
602. Apply number properties involving even/odd numbers
and factors/multiples
14. One neon sign flashes every 6 seconds. Another neonsign flashes every 8 seconds. If they flash together andyou begin counting seconds, how many seconds after
they flash together will they next flash together?
F. 48*G. 24H. 14J. 07K. 02
Functions (FUN), 3336
702. Use trigonometric concepts and basic identities tosolve problems
15. The radio station WEST is erecting a new transmitting
tower that is 280 feet tall. A support wire will be
attached to the ground at point A and to the tower
250 feet up at point B, as shown below. The wire must
be at least as long as AB . Which of the following
expresses the length of B , in feet?
70
250
A
B
A. 250 cos 70
B. 250 sin 70
C. 250 tan 70
D. 250cos 70
*E. 250sin 70
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ACT Reading:Match Between College Readiness Standards and Test Questions
10
ACT ReadingCollege Readiness Standards
ACTSample Test Question
Meanings of Words (MOW), 1315
201. Understand the implication of a familiar word or
phrase and of simple descriptive language
01. As it is used in line 12, the word incarnation mostnearly means:
A.import.*B. version.
C. area.D. relationship.
Main Ideas and Authors Approach (MID), 2832
601. Infer the main idea or purpose of more challengingpassages or their paragraphs
602. Summarize events and ideas in virtually any passage
02. The authors primary aim in this passage is to:
F. criticize Canadian and United States managementof public domain lands.
*G. describe traditional commons and explain theeffects of their disappearance.
H. praise the commons movement and explain howthe enclosure movement benefitted from it.
J. persuade members of central governments totighten their control over commonly held land.
Sequential, Comparative, and Cause-EffectRelationships (REL), 2832
603. Understand implied or subtly stated cause-effectrelationships in more challenging passages
03. During the period of enclosure in England, productionand efficiency were increased at the expense of the:
A. landlord class, which had to fence commons land.*B. local communities and their environment.C. profits made by big wool corporations.D. knights and overlords who owned the land.
Main Ideas and Authors Approach (MID), 2427
502. Infer the main idea or purpose of straightforwardparagraphs in more challenging passages
04. According to the passage, what would keep acommoner from overgrazing the commons?
F. A reminder that this could be harmful to thecommunity
G. A realization that profits would eventuallydiminish
H. A belief that no one in the community would do
this*J. A rule listing the limits to the commoners herdsize
Sequential, Comparative, and Cause-EffectRelationships (REL), 2832
603. Understand implied or subtly stated cause-effectrelationships in more challenging passages
05. The passage implies that the number of commons inEurope diminished primarily because of:
A. dissatisfaction on the part of villagers.B. displacement of the population of rural homeless.C. increased production by farmers, villagers, and
tribal members.*D. greed on the part of landowners and corporations.
Meanings of Words (MOW), 3336
701. Determine, even when the language is richlyfigurative and the vocabulary is difficult, theappropriate meaning of context-dependent words,phrases, or statements in virtually any passage
06. As it is used in line 5, the word unadministered mostnearly means not:
F. farmed.
G. crossed.H. given to people.
*J. governed.
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ACT ReadingCollege Readiness Standards
ACTSample Test Question
Sequential, Comparative, and Cause-EffectRelationships (REL), 3336
703. Understand implied, subtle, or complex cause-effectrelationships in virtually any passage
07. According to the passage, what happened to change thetraditional commons?
*A.
Landowners fenced off portions of it which werethen used for private purposes.B. The rural homeless population left the land and
moved to the cities to take jobs in industry.C. Knights and overlords began to dictate that the
commons would be used for farming.D. Peasants fenced the lands because they had been
dislodged by big wool corporations.
Main Ideas and Authors Approach (MID), 2832
602. Summarize events and ideas in virtually any passage
08. Which of the following statements best summarizes theauthors view of commons?
F. The commons provided an ideal place where newsettlers could build farms, raise their families, andrun livestock.
G. The commons worked well as an abstract idea, but
in fact its maintenance was a burden on villageeconomies.*H. The commons provided an area where wild plants
and animals could thrive, which benefittedvillagers.
J. The commons tempted villagers to overgraze, andeventually such overgrazing led to the enclosuremovement.
Sequential, Comparative, and Cause-EffectRelationships (REL), 2832
602. Understand the dynamics between people, ideas, andso on in more challenging passages
09. The main difference between todays land in the publicdomain and the traditional commons described in thepassage is that:
A. land in the public domain is locally controlled,while the commons were controlled by a centralgovernment.
B. land in the public domain includes both wild andsemi-wild areas, while the commons included onlyland suitable for farming.
*C. the commons were under the control of a localgovernment, while land in the public domain iscontrolled by a central government.
D. the commons were available for use without limitsor controls, while land in the public domain iscarefully managed to avoid overuse.
Supporting Details (SUP), 2832
601. Locate and interpret minor or subtly stated details inmore challenging passages
10. According to the passage, the commons providednecessities for villagers that local farms could notprovide, such as:
F. cattle, horses, goats, pigs, and sheep.G. fish, game, poultry, and grain.H. bricks, clay pots, spices, and fabrics.
*J. building materials, fish, game, and herbs.
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ACT Science:Match Between College Readiness Standards and Test Questions
12
ACT ScienceCollege Readiness Standards
ACTSample Test Question
Interpretation of Data (IOD), 2427
502. Compare or combine data from a complex data
presentation
01. The results of Experiment 2 indicate that, at everyherbicide dose, average plant height was lowest underwhich of the following conditions?
*A. Herbicide A and Soil Type 1B. Herbicide B and Soil Type 1C. Herbicide A and Soil Type 2D. Herbicide B and Soil Type 2
Scientific Investigation (SIN), 2023
403. Identify a control in an experiment
02. Which of the following sets of plants served as thecontrol in Experiment 1 ?
*F. Plants grown in untreated soilG. Plants grown in soil treated with 10 ppm of
Herbicide AH. Plants grown in soil treated with 10 ppm of
Herbicide BJ. Plants grown in soil treated with 100 ppm of
Herbicide A
Scientific Investigation (SIN), 2023
402. Understand a simple experimental design
03. Which of the following best explains why theherbicides were applied to the soil instead of directlyonto the corn plants?
A. Corn plants are not affected when herbicides areapplied directly on them.
B. Corn plants usually die immediately uponapplication of herbicides.
*C. The experiments were testing how herbicidespresent in the soil affect corn growth.
D. The experiments were testing how soil pH affectscorn growth.
Evaluation of Models, Inferences, and ExperimentalResults (EMI), 2427
501. Select a simple hypothesis, prediction, or conclusionthat is supported by two or more data presentationsor models
04. Assume that a second corn hybrid was grown in soiltreated with varying doses of a third herbicide
(Herbicide C). Based on the results of the experiments,what prediction, if any, about the effect of Herbicide Con the growth of this second corn hybrid can be made?
F. Herbicide C would have no effect on the growth ofthese plants.
G. Herbicide C would interfere with plant growth, butonly at doses above 50 ppm.
H. Herbicide C would interfere with plant growth atlow doses, but have no effect at high doses.
*J. No prediction can be made on the basis of theresults.
Interpretation of Data (IOD), 2832
603. Extrapolate from data points in a table or graph
05. Another set of corn seeds was planted in Soil Type 1under the same conditions as Experiment 1, except thatthe soil was treated with 150 ppm of Herbicide A.
Based on the results of Experiment 1, one would predict that the approximate average mass of a cornplant after 40 days would be:
*A. less than 5.5 g.B. between 6.0 g and 9.3 g.C. between 9.4 g and 14.1 g.D. greater than 14.1 g.
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ACT ScienceCollege Readiness Standards
ACTSample Test Question
Scientific Investigation (SIN), 2832
601. Determine the hypothesis for an experiment
06. Which of the following best describes the hypothesistested in Experiment 2 ?
F.Growing time affects plant height.*G. Soil type influences herbicide effects.
H. The amount of soil moisture affects herbicidetoxicity.
J. A combination of herbicides has a greater effect onplant growth than do individual herbicides.
Interpretation of Data (IOD), 2023
403. Translate information into a table, graph, or diagram
07. Which of the following graphs best illustrates therelationship of average plant mass and herbicide dose inExperiment 1 ?
KeyHerbicide AHerbicide B
*A.
herbicide dose (ppm)
averagemassofplants(g
)
C.
herbicide dose (ppm)
averagemassofplants(g
)
B.
herbicide dose (ppm)
averagemassofplants(g) D.
herbicide dose (ppm)
averagemassofplants(g)
Interpretation of Data (IOD), 2023
402. Compare or combine data from a simple datapresentation (e.g., order or sum data from a table)
08. According to Table 3, Soil Type 2 differs from SoilType 1 in which of the following ways?
F. Soil Type 2 is less acidic than is Soil Type 1.*G. Soil Type 2 has a higher percent organic matter
than does Soil Type 1.H. Soil Type 2 has a higher percent clay content than
does Soil Type 1.J. Soil Type 2 contains higher levels of Herbicides A
and B than does Soil Type 1.
Evaluation of Models, Inferences, and ExperimentalResults (EMI), 2832
601. Select a complex hypothesis, prediction, orconclusion that is supported by a data presentation ormodel
09. According to Viewpoint 1, an ascending plume ofhot mantle material that originates near a depth of2,900 km would be able to rise:
A. all the way to the bottom of the crust.B. all the way to the surface of Earth.
*C. only to the bottom of the upper mantle.D. only a few km above that depth.
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ACT ScienceCollege Readiness Standards
ACTSample Test Question
Evaluation of Models, Inferences, and ExperimentalResults (EMI), 2427
504. Identify similarities and differences between models
10. Which of the following statements best describes howthe 2 viewpoints are alike?
F.Both are based on the nature of rock samples fromthe deep seafloor.
G. Both agree that material from the lower mantlemixes with the upper mantle.
H. Both agree that the mantle has the same propertiesthroughout its depth.
*J. Both depend to some extent on studies usingseismic waves.
Evaluation of Models, Inferences, and ExperimentalResults (EMI), 3336
701. Select a complex hypothesis, prediction, orconclusion that is supported by two or more datapresentations or models
11. Which of the following hypotheses provides the bestcompromise between the 2 viewpoints on the currentstructure of the mantle?
A. Convection took place only in the upper mantlewhen Earth was new, but billions of years later, theentire mantle was involved.
B. Convection took place throughout the entire mantlewhen Earth was new, but today, convection islimited to the upper mantle.
C. Mantle convection has ceased and the mantle isnow a layer of uniform temperature and density.
*D. Only the hottest part of the material ascendingfrom the lower mantle rises past the 600 km boundary, so only part of the lower mantle mixeswith the upper mantle.