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Measurement Invariance of an Essential Skills Assessment for Students with and without ACT Testing Accommodations. Technical Brief. R2434

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Title: Measurement Invariance of an Essential Skills Assessment for Students with and without ACT Testing Accommodations. Technical Brief. R2434
Language: English
Authors: Yao Sun, Jill McVey, Cristina Anguiano-Carrasco, 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: 8
Publication Date: 2025
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: High School Students, Students with Disabilities, Testing Accommodations, Measurement, College Entrance Examinations
Assessment and Survey Identifiers: ACT Assessment
Abstract: Accurate and equitable assessments are key for making valid comparisons and understanding the impact of essential skills interventions across diverse student populations, including students with disabilities. Measurement invariance, or whether an assessment measures the same construct in the same manner across different groups, is crucial for fairness in educational evaluations and for preventing biased conclusions. In this study, we explored the invariance properties of a high school essential skills assessment among high school students with and without disabilities. Configural and metric invariance was achieved, while only partial scalar invariance fit the data. Results indicated ways to improve the assessment moving forward.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED677888
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED677888
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PubType: Report
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  Data: Measurement Invariance of an Essential Skills Assessment for Students with and without ACT Testing Accommodations. Technical Brief. R2434
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  Data: <searchLink fieldCode="AR" term="%22Yao+Sun%22">Yao Sun</searchLink><br /><searchLink fieldCode="AR" term="%22Jill+McVey%22">Jill McVey</searchLink><br /><searchLink fieldCode="AR" term="%22Cristina+Anguiano-Carrasco%22">Cristina Anguiano-Carrasco</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="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Accommodations%22">Testing Accommodations</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink>
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  Data: Accurate and equitable assessments are key for making valid comparisons and understanding the impact of essential skills interventions across diverse student populations, including students with disabilities. Measurement invariance, or whether an assessment measures the same construct in the same manner across different groups, is crucial for fairness in educational evaluations and for preventing biased conclusions. In this study, we explored the invariance properties of a high school essential skills assessment among high school students with and without disabilities. Configural and metric invariance was achieved, while only partial scalar invariance fit the data. Results indicated ways to improve the assessment moving forward.
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  Data: 2026
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