ACT research report series: Score gains on retesting with the ACT Assessment

Andrews, Kevin; Ziomek, Robert L.

doi:10.1037/e427652008-001

Cited by 4 publications

(3 citation statements)

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“…Taking the exam more than once is common, as students often seek to improve their scores and know that ACT will report only the scores that takers choose to have sent. When retesting, examinees with the lowest scores gain the most, while examinees with the highest scores are most likely to see scores decrease (Andrews & Ziomek, 1998). ACT's website offers a list of reasons why students might want to repeat the exam, noting that 57 percent who retest increase their composite score, while 21 percent stay the same and 22 percent decrease (ACT, Inc., 2013b).…”

Section: Act and The Mu 26mentioning

confidence: 99%

Creating a Reading-Across-the-Curriculum Climate on Campus

Hollander

Shamgochian

Dawson

et al. 2017

What Is College Reading?

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Section: Act and The Mu 26mentioning

confidence: 99%

Creating a Reading-Across-the-Curriculum Climate on Campus

Hollander

Shamgochian

Dawson

et al. 2017

What Is College Reading?

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“…The degree to which any of the MU 26 spent time pouring over test prep books, taking practice exams, or availing themselves of test preparation courses is unknown, although it is safe to assume that their high school counselors-knowing that these athletes were competing for Division I athletic scholarship slots at NCAA institutions that require college entrance exam scores-would have advised the athletes to some degree on how to prepare. ACT acknowledges that one of the most common uses of its assessment is to determine eligibility to play varsity athletics at NCAA institutions (Andrews & Ziomek, 1998).…”

Section: Act and The Mu 26mentioning

confidence: 99%

Integrating Reading, Writing and Research for First-Year College Students: Piloting Linked Courses in the Education Major

Sturtz

Hucks

Tirabassi

2017

What Is College Reading?

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reading and writing skills on all K-12 educators. The standards include performance and demonstration of these skills in Social Studies, Science and Technology courses. Educators in K-12 environments across the US are being asked by the CCSS to do more than just raise awareness of the need for literacy skills students should develop before graduating from high school. Their work requires shifting the paradigm about who is responsible for literacy development, because it shifts responsibility to all teachers in all disciplines. That is, this work is now the responsibility not only of English teachers who push students to think deeply about literature and other texts, even those that students do not find engaging, but also of all teachers of all subject areas and courses, even if they feel unprepared to teach literacy.However, this expectation from the CCSS is not easily realized because not all K-12 teachers feel that they are prepared to teach reading and writing. Even high school English teachers will readily admit that they are not reading teachers. Their training is in teaching the themes of literature, approaches to effective writing, and overall communication skills. With a new responsibility to meet the Standards presented in Common Core, teachers are now asked to develop readers who can comprehend multiple texts on one topic and synthesize that information into new ideas that might be expressed in writing, oral presentations or in some digital format. Comprehension and synthesis are intended to lead to problem-solving and creativity. This demand places students and teachers in new territory, with new challenges that require new methods of instruction and increased interdisciplinary collaboration. So, much work remains, but there is good reason to think K-12 teachers are rising to this challenge. While there is much discussion of the assessment of the Common Core and related issues, the new requirements concerning students' reading and understanding of informational text is definitely a positive first step forward.In the best of all worlds, the reading and writing capabilities developed in K-12 should seamlessly transition into those fostered in first-year writing courses. Fortunately, a recent revival of interest in connecting reading and writing pedagogy in first-year composition courses may help to facilitate this smooth transition, offering a second step forward. While discussions of reading pedagogy have always, to some extent, been a part of composition studies, there has been a relative dearth of attention to the topic since the early 1990s. The strong scholarly and pedagogical interest in reading seen in the 1980s and early 1990s, Carillo (2015) suggests, dwindled within the discipline in part because it became complicated by debates on the relationship between composition and the literature curriculum within English studies. However, she argues that common threads from the 1980s and 90s research, as well as newer, though less plentiful, scholarship on reading and learning transfer, can lay a good f...

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“…For students who retook a cognitive ability test, a meta-analysis found increases in test scores that were approximately 0.25 standard deviations (Hausknecht et al, 2007). Retaking the ACT has shown a 1 to 2 point scale score increase across testing experiences (Andrews & Ziomek, 1998).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Relationship Between Test Preparation Activities and Students' ACT Composite Scores

Moore¹

2019

Proceedings of the 2019 AERA Annual Meeting

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ACT research report series: Score gains on retesting with the ACT Assessment

Cited by 4 publications

References 0 publications

Creating a Reading-Across-the-Curriculum Climate on Campus

Creating a Reading-Across-the-Curriculum Climate on Campus

Integrating Reading, Writing and Research for First-Year College Students: Piloting Linked Courses in the Education Major

Investigating the Relationship Between Test Preparation Activities and Students' ACT Composite Scores

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