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Design Framework for the ACT® Enhancements. ACT Research. Research Report. R2519

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Title: Design Framework for the ACT® Enhancements. ACT Research. Research Report. R2519
Language: English
Authors: Jeff Allen, Jay Thomas, Stacy Dreyer, Scott Johanningmeier, Dana Murano, Ty Cruce, Xin Li, Edgar Sanchez, 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: 181
Publication Date: 2025
Document Type: Collected Works - General
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Entrance Examinations, Testing, Change, Test Construction, Test Validity, Test Items, Cognitive Processes, Decision Making, Comparative Analysis, Test Format, Computer Assisted Testing, Scores, College Readiness
Assessment and Survey Identifiers: ACT Assessment
Abstract: This report describes the process of developing and validating the enhanced ACT. The report describes the changes made to the test content and the processes by which these design decisions were implemented. The authors describe how they shared the overall scope of the enhancements, including the initial blueprints, with external expert panels, resulting in feedback on and iterative updates to the blueprints and proposed changes. With the revised blueprints in place, the authors then focused on collecting data from multiple sources and stakeholders to support decisions about the use of new and altered item types. The report describes evidence collected from multiple cognitive laboratory studies conducted with students; these studies support both the cognitive processes associated with item and passage types continuing from the legacy ACT and the validity of the item- and passage-level enhancements in particular. The authors present statistical evidence that demonstrates continued reliability and validity of the enhanced ACT. The goal of this document is to provide transparency to stakeholders about the decisions made throughout the design process, as well as to document supporting evidence collected for each change.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED673797
Database: ERIC
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  Data: Design Framework for the ACT® Enhancements. ACT Research. Research Report. R2519
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  Data: <searchLink fieldCode="AR" term="%22Jeff+Allen%22">Jeff Allen</searchLink><br /><searchLink fieldCode="AR" term="%22Jay+Thomas%22">Jay Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Stacy+Dreyer%22">Stacy Dreyer</searchLink><br /><searchLink fieldCode="AR" term="%22Scott+Johanningmeier%22">Scott Johanningmeier</searchLink><br /><searchLink fieldCode="AR" term="%22Dana+Murano%22">Dana Murano</searchLink><br /><searchLink fieldCode="AR" term="%22Ty+Cruce%22">Ty Cruce</searchLink><br /><searchLink fieldCode="AR" term="%22Xin+Li%22">Xin Li</searchLink><br /><searchLink fieldCode="AR" term="%22Edgar+Sanchez%22">Edgar Sanchez</searchLink><br /><searchLink fieldCode="AR" term="%22ACT+Education+Corp%2E%22">ACT Education Corp.</searchLink>
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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: <searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink>
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  Data: This report describes the process of developing and validating the enhanced ACT. The report describes the changes made to the test content and the processes by which these design decisions were implemented. The authors describe how they shared the overall scope of the enhancements, including the initial blueprints, with external expert panels, resulting in feedback on and iterative updates to the blueprints and proposed changes. With the revised blueprints in place, the authors then focused on collecting data from multiple sources and stakeholders to support decisions about the use of new and altered item types. The report describes evidence collected from multiple cognitive laboratory studies conducted with students; these studies support both the cognitive processes associated with item and passage types continuing from the legacy ACT and the validity of the item- and passage-level enhancements in particular. The authors present statistical evidence that demonstrates continued reliability and validity of the enhanced ACT. The goal of this document is to provide transparency to stakeholders about the decisions made throughout the design process, as well as to document supporting evidence collected for each change.
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  Data: ED673797
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      – Text: English
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        PageCount: 181
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      – SubjectFull: College Entrance Examinations
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      – SubjectFull: Test Validity
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