ERIC Number: ED426108
Record Type: Non-Journal
Publication Date: 1998-Oct
Reference Count: N/A
ACT Assessment Score Gains of Special-Tested Students Who Tested at Least Twice.
Ziomek, Robert L.; Andrews, Kevin M.
The scores of students with disabilities who took the ACT Assessment at least twice, and at least once under extended-time guidelines, were studied. The investigation identified three groups of students. The first group was composed of 3,410 students who tested at least twice under extended-time guidelines. The second group of 3,439 students initially tested under standard-time limits and then retested under extended-time limits. The third group of 439 students initially tested under extended-time guidelines and retested under standard-time limits. Of the three groups of students, the second group had the largest average ACT Composite score gain of 3.2 scale score points. The third group of students had an average ACT Composite score decline of 0.6 scale score points. The first group had an average ACT Composite score gain of 0.9 scale score points, which is similar to that of students who tested twice under standard-time limits. Three appendixes contain the ACT Assessment extended-time guidelines, the request form for ACT special testing, and diagnosis, timing guidelines, and the test package legend for four of the study's tables. (Contains seven tables and four references.) (Author/SLD)
Descriptors: Achievement Gains, College Entrance Examinations, Disabilities, High School Students, High Schools, Scores, Special Needs Students, Tables (Data), Test Results, Testing Accommodations, Timed Tests
ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243-0168.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: American Coll. Testing Program, Iowa City, IA.
Identifiers - Assessments and Surveys: ACT Assessment