preparing for the act special testing · 2016-02-25 · receive oral presentation in addition to...
TRANSCRIPT
2015l2016 FREE
Preparing for the ACT® TestSpecial Testing
www.actstudent.org
This booklet is provided free of charge specificallyfor students with disabilities taking the ACT throughSpecial testing who plan to use an alternate format.
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NOTE: The word “read” in this booklet refers to any means authorized for you to test with oral presentation—listening to DVDs or having someone read the tests to you from a script.
© 2015 by ACT, Inc. All rights reserved.
NOTE: This booklet is covered by federal copyright laws that prohibit thereproduction of the test questions without the prior express, written permissionof ACT, Inc. No portion of this booklet may be copied or distributedwithout written permission of ACT.
ACT endorses the Code of Fair Testing Practices in Education and the Code of Professional Responsibilities in Educational Measurement, guides to the conduct of those involved in educational testing. ACT is committed to ensuringthat each of its testing programs upholds the guidelines in each Code. A copy ofeach Code may be obtained free of charge from ACT Customer Services (70),PO Box 1008, Iowa City, IA 52243-1008, 319.337.1429.
Contents1. General Preparation for the ACT Tests . . . . . . . . . 32. Strategies for Taking the ACT Tests . . . . . . . . . . . . 63. What to Expect on Test Day . . . . . . . . . . . . . . . . . 124. Taking the Practice Tests . . . . . . . . . . . . . . . . . . . 145. Scoring Your Practice Tests . . . . . . . . . . . . . . . . . 15
How to Score the Multiple-Choice Tests . . . . . . . 15Practice Writing Test . . . . . . . . . . . . . . . . . . . . . . . 20How to Score the Writing Test . . . . . . . . . . . . . . . 23
6. Sample Answer Document . . . . . . . . . . . . . . . . . . 25
A Message to StudentsThis booklet is for students with profes sionally diagnosed and documented disabilities who require test accommodations that cannot be provided at a testcenter and who plan to test with alternate test formats(braille, DVDs, or a reader). If you plan to test with aregular type test booklet, you should take the practice test in Preparing for the ACT (available for download atwww.actstudent.org), which includes a regular typepractice test, a practice ACT writing test, and scoring keys.
This booklet, which is provided free of charge, isintended to help you do your best on the ACT® test. It summarizes general test-taking strategies, describes thecontent of each of the tests, provides specific tips for each,and lets you know what to expect on test day. Alsoincluded is a writing test (which may be read to you if yourequire oral presentation), a sample answer document, andscoring instructions. Accompanying this booklet is acomplete multiple-choice practice test in the alternate testformat you requested. The scoring keys are in this booklet.
Read this booklet carefully and take the practice tests wellbefore test day so you will be familiar with the tests, whatthey measure, and the strategies you can use to do yourbest on test day.
The ACT is administered nationally and internationally toexaminees in English, including all instructions andquestions. Select states testing as part of the State andDistrict testing program permit the use of translatedinstructions, but such testing does not result in a college-reportable score.
ACT is committed to representing the diversity of society inall its aspects, including race, ethnicity, and gender. Thus,test passages, questions, and writing prompts aredeliberately chosen to reflect a range of cultures.
ACT is also committed to ensuring that test questions andwriting prompts are fair—that they do not disadvantage anyparticular group of examinees. Extensive reviews of thefairness of test materials are rigorously conducted by bothACT staff and external consultants. ACT also employsstatistical procedures to help ensure that our test materialsdo not unfairly affect the performance of any group.
Note: Since the ACT is a curriculum-based achievementtest, research is periodically conducted and tests areupdated accordingly to ensure test content continues toreflect classroom instruction and remains a relevantpredictor of college and career readiness. As a result, youmay notice subtle differences between this practice testand the test you actually take on test day.
Alternate Formats Available Along with this booklet, you received one or more of thefollowing alternate formats: • Large type—for students with visual impairments
(available in 18-point only). • Braille—for students with visual impairments. Also
includes raised line drawings for the mathematics andscience tests. You may also order DVDs if you typicallyreceive oral presentation in addition to braille in school.
• DVDs—for students requiring oral presentation of thetests. Also includes a regular type test booklet for you tofollow along. Check to make sure the discs will play inthe computer or other media player you plan to use. (Seewww.actstudent.org for more information.) To help withnavigation, track listings are included.
• Raised Line Drawings—a separate booklet of raisedline drawings for the mathematics and science tests forvisually impaired students requiring oral presentation.
1General Preparation for the ACT Tests
Your Test OptionWhen you requested Special testing, you chose one of two Test Options: the ACT (no writing) or the ACT withwriting. You cannot take the writing test without first takingall four multiple-choice tests.
Both test options are available through Special testing onlyduring the following designated three-week testingwindows. All tests must be completed within the designatedwindow or the answer folders will not be scored.
• September 12–October 4, 2015• October 24–November 15, 2015• December 12, 2015–January 3, 2016• February 6–February 28, 2016*• April 9–May 1, 2016• June 11–July 3, 2016
*Note: This window is not available outside the United Statesor Canada.
Your Testing WindowYou selected a three-week testing window in which youplan to complete all tests. Keep in mind that you are notguaranteed approval of your accommodations in time totest during your preferred window. Check with your testcoordinator for the specific date(s) and location of your testadministration as soon as you receive your approval letter.Before your practice session, confirm with your testcoordinator the accommodations, including the maximumtime allowed for each test, for which you were approved.After your practice session, if you think you need additionalor different accommodations, or need to change yourtesting window, contact your test coordinator immediately.
General Test-Taking Strategies for the ACTThe ACT contains multiple-choice tests in four areas:English, mathematics, reading, and science. Each of thesetests contains multiple-choice questions that offer eitherfour or five answer choices from which you are to choosethe correct or best answer. The following suggestionsapply to all four tests:
You may request extended time.The amount of time authorized for you on each test will benoted on the approval letter you receive from ACT and onthe roster sent to your test coordinator. Based on analysesof time required by students with various disabilities using different examination formats, ACT has established timingguidelines for the expected maximum time needed oneach test for students with certain disabilities. Confirm withyour test coordinator how much time has been authorizedfor you on each test. Most students finish before themaximum time allowed by the guidelines.
Pace yourself.The timing guidelines for each test give nearly everyoneenough time to finish all the questions. However, becausethe English, reading, and science tests contain aconsiderable amount of text, it is important to pace yourselfso you will not spend too much time on one passage.Similarly, try not to spend too much time puzzling over ananswer to a specific problem in the mathematics test. Goon to the other questions and come back if you have time.
Read the directions for each test carefully.Before you begin testing, read the directions carefully. TheEnglish, reading, and science tests ask for the “best”answer. Do not respond as soon as you identify a correctanswer. Consider all of the answer choices and choose theanswer that best responds to the question.
The mathematics test asks for the “correct” answer. Readeach question carefully to make sure you understand thetype of answer required. Then, you may want to work outthe answer you feel is correct and look for it among thechoices given. If your answer is not among the choicesprovided, reread the question and consider all of theanswer choices.
Read each question carefully.It is important that you understand what each questionasks. Some questions will require you to go through severalsteps to find the correct or best answer, while others canbe answered more quickly.
Answer the easy questions first.The best strategy for taking the tests is to answer the easyquestions and skip the questions you find difficult. Afteranswering all of the easy questions, go back and answerthe more difficult questions if you have time.
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Use logic on more difficult questions.When you return to the more difficult questions, try to uselogic to eliminate incorrect answers to a question. Comparethe answer choices to each other and note how they differ.Such differences may provide clues as to what thequestion requires. Eliminate as many incorrect answers asyou can, then make an educated guess from the remaininganswers.
Answer every question.Your score on the tests will be based only on the number ofquestions that you answer correctly; we don’t take pointsoff for guessing. Try to answer every question within thetime allowed for each test, even if you must guess.
Review your work.If there is time remaining, check your work on that test.Make sure you marked only one response to eachquestion. You will not be allowed to go back to any othertest or mark responses after time is called on that test.
Be precise in marking your answer folder.If you are marking your responses on your answer folderyourself (or are using a large type worksheet), be sure thatthe ovals on your answer folder are filled in correctly.Check that the number of the line of ovals on your answerfolder is the same as the number of the question you areanswering. All responses must be marked on the answerfolder unless you were approved to mark responses in thetest booklet or use an alternate response mode (e.g.,responding orally).
Erase completely.If you want to change a multiple-choice response, be sureto use a soft eraser that will not leave smudges and erasethe unintended mark completely. Do not cross outresponses or use correction fluid or tape; you must erase.Correction fluid/tape, smudges, or unintended marks maycause errors in scoring. If you are approved to markresponses in the test booklet, make sure your finalresponse is clearly legible, so your test coordinator canaccurately transfer your responses.
Beginning the next test.You may not go on to the next test until your testcoordinator instructs you to begin work on that test. If youwere approved for self-paced testing, you must notify yourtest coordinator when you have completed a test beforeworking on the next one. If you are testing with extendedtime, you do not have to use all of the time authorized foryou on each test. If you are testing individually and youhave checked your work on a test, you must notify your testcoordinator that you are ready to begin the next test. Yourtest coordinator will record the amount of time you used onthat test and then authorize you to begin the next test. Ifyou are testing with a group of students authorized for thesame timing guidelines, you may not begin the next testuntil everyone is ready to proceed (unless you wereapproved for time-and-a-half, self-paced testing).
General Test-Taking Strategiesfor the ACT Writing TestThe ACT writing test lets you show your skill in composingan essay. It measures writing proficiencies that are taughtin high school and are important for readiness to succeedin entry-level college composition courses. The followinggeneral strategies will help if you take the ACT writing test:
You may request extended time.If you were approved for extended time, the amount of timeauthorized for you on the ACT writing test will be noted on your approval letter and on the roster sent to your testcoordinator. Depending on your diagnosis, you may beapproved for extended time on the writing test even if you were not approved for extended time on the multiple-choice tests.
Pace yourself.It is important to pace yourself in the way that best suitsyour personal writing strategy. Many writers do best whenthey spend part of their time planning the essay, most oftheir time writing the essay, and the last part of their timereviewing the essay to make corrections and revisions.
Budget your time based on your experience in takingessay tests in school and in other circumstances whenyou’ve done writing within a time limit.
If you are approved to dictate your essay to a transcriber(scribe), you will need to allow time to dictate all notes, thefinal essay, and any corrections you want made.
Read the directions carefully.In writing your essay, you will be expected to engagemeaningfully with the issue and perspectives presented bythe prompt. Before you begin to plan and write, read andconsider all prompt material carefully.
Read the writing prompt carefully.It is important that you understand exactly what the writingprompt asks you to do. Be sure you have a clearunderstanding of the issue in the writing prompt and of thequestion you must respond to before you start to plan andwrite your essay.
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Write (or print) legibly in the answer folder.If your readers cannot read what you have written, they willnot be able to score your essay. You must write your essayusing a soft lead No. 2 pencil (not a mechanical pencil orink pen) on the lined pages in the answer folder. You maynot need all the lined pages, but to ensure you haveenough room to finish, do not skip lines.
Make corrections clear.If you make corrections, do so legibly. You may writecorrections or additions neatly between the lines of youressay, but do not write in the margins.
Tips for using an alternate response modeIf you are authorized to dictate your essay to a scribe, youmust dictate all punctuation, paragraphing, grammar, andthe spelling of difficult words or words that can be spelledmore than one way. You can ask the scribe to write downany notes or outlines, but you must make it clear what isand is not part of the final essay. If you are approved to usea computer, computer voice-activated software, or brailler,ask your test coordinator for instructions before test day.
Preparing for Test Day• Prepare well in advance for the tests.• Know what to expect on test day. Familiarize
yourself with the information in this booklet, in Takingthe ACT Special or Arranged Testing, and onwww.actstudent.org.
• Contact your test coordinator if you are unclear aboutyour accommodations or what will happen on test day.
• Take the practice tests and review your responses.• Get plenty of rest the night before the tests.
Before Test Day
• If you want any optional services in Block T on page 4of your answer folder, such as score reports to 5th and6th college choices, you must submit a check* ormoney order made payable to ACT in US dollars anddrawn on a US or US affiliate bank for this additionalamount. Be sure your name is on the check or moneyorder. Bring your payment with you on test day or theseservices will not be provided. Do not bring cash.
• You must present acceptable identification before youwill be admitted to test. If your test coordinator does notknow you personally and you do not have current photoID, ask your counselor for an ACT Student IdentificationLetter.
• If you currently use any testing aids (such as coloroverlays, highlight pens, or screen reader) as a testaccommodation in school and want to use one whenyou test, confirm with your test coordinator that youwere approved by ACT to use these aids.
• Contact your test coordinator for the date(s), time, andlocation of your test session(s).
On Test DayBring the following items with you on test day:1. Universal Answer Folder with pages 1, 2, and 4
completed.2. Acceptable identification. See details at
www.actstudent.org.3. Sharpened, soft lead No. 2 pencils and good erasers
(no mechanical pencils or ink pens), if you arecompleting your own answer folder. Do not bring anyother unauthorized writing instruments; you will not beallowed to use them. If you take the ACT with writing,your essay must also be completed in pencil.
4. Testing aids specifically approved in advance by ACT.You will not be allowed to use any other aids.
5. A permitted calculator may be used on the ACTmathematics test only. It is your responsibility to knowwhether your calculator is permitted. For the mostcurrent information on the ACT calculator policy, visitwww.actstudent.org or call 800.498.6481 for arecorded message. Note: Talking calculators must be approved in advanceby ACT.
6. A watch to pace yourself. Do not bring a watch with analarm, because it would disturb other students. If youralarm sounds during testing, you will be dismissed andyour answer folder will not be scored. If you test with standard time limits, your testcoordinator will announce when you have 5 minutesremaining on each test. If you test with extended time,your test coordinator will announce when you have 30minutes and/or 5 minutes remaining on each test. If youare approved to pace yourself through each test, yourtest coordinator will give hourly time updates andannounce when you have 5 minutes remaining beforethe end of testing.
Ask your test coordinator for a copy of Taking the ACTSpecial or Arranged Testing and a Universal AnswerFolder. Follow the instructions in Taking the ACT tocomplete pages 1, 2, and 4 of the answer folder, andthen bring the partially completed answer folder withyou on test day.
*NOTICE: This is notification that when you pay by check you are authorizingACT, Inc., to convert your check to an electronic entry. When we use thisinformation from your check to make an electronic funds transfer, funds maybe withdrawn from your account as soon as the same day you make yourpayment, and you will not receive your check back from your financial institution. If your check is returned to us due to insufficient or uncollectedfunds, it may be re-presented electronically and your account will bedebited.
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2Strategies for Taking the ACT Tests
The ACT measures the knowledge, understanding, andskills that you have acquired throughout your edu cation.Although the sum total of what a person has learnedcannot be changed, your performance in a specific areacan be affected by adequate preparation, especially if ithas been some time since you have taken a course in thatarea.
There are three strategies that can help you to prepareyourself for the content included in the ACT:
Familiarize yourself with the content of the ACT tests.Review the information about the tests that is provided onthe following pages. Note which content areas make up alarge proportion of the tests and which do not. The specifictopics included in each content area are examples ofpossible topics; they do not include all of the possibilities.
Refresh your knowledge and skills in the content areas.Review those content areas you have studied but are notfresh in your mind. Spend your time refreshing yourknowledge and skills in the content areas that make uplarge portions of the tests.
Identify the content areas you have not studied.If unfamiliar content areas make up major portions of thetests, consider taking coursework to help you gainknowledge and skills in these areas before you take the ACT.Because the ACT measures knowledge and skills acquiredover a period of time, it is unlikely that a “cram” coursecovering material that is unfamiliar to you will help youimprove your scores. Longer-term survey courses will bemost helpful to you, because they aim to improve yourknowledge and skills through sustained learning andpractice.
ACT English TestThe ACT English test is a 75-question test that measuresyour understanding of the conventions of standard writtenEnglish (punctuation, grammar and usage, and sentencestructure) and of rhetorical skills (strategy, organization,and style). Spelling, vocabulary, and rote recall of rules ofgrammar are not tested. The test consists of five essays orpassages, each of which is accompanied by a sequenceof multiple-choice test questions. Different passage typesare employed to provide a variety of rhetorical situations.Passages are chosen not only for their appropriateness inassessing writing skills but also to reflect students’ interestsand experiences.
Some questions refer to underlined portions of the passageand offer several alternatives to the underlined portion. Youmust decide which choice is most appropriate in thecontext of the passage. Some questions ask about anunderlined portion, a section of the passage, or thepassage as a whole. You must decide which choice bestanswers the question posed. Many questions offer “NOCHANGE” to the passage as one of the choices. Thequestions are numbered consecutively. Each questionnumber refers to a correspondingly numbered portion
underlined in the passage or to a corresponding numeral ina box located at the appropriate point in the passage.
Three scores are reported for the ACT English test: a totaltest score based on all 75 questions, a subscore inUsage/Mechanics based on 40 questions, and a subscorein Rhetorical Skills based on 35 questions.
Tips for Taking the ACT English Test
Pace yourself.The ACT English test contains 75 questions to becompleted under standard time limits in 45 minutes. If youspend 11⁄2 minutes skimming through each passage beforeresponding to the questions, then you will have 30 secondsto answer each question. If you are approved for extendedtime, check with your test coordinator to determine the timeauthorized for you on the English Test. Subtract the numberof minutes you estimate you will spend skimming throughthe passages, then divide the total number of remainingminutes allowed by the number of questions to determinethe estimated time you should spend on each question. Ifpossible, spend less time on each question and use theremaining time allowed for this test to review your work andreturn to the questions on this test that were most difficultfor you.
Be aware of the writing style used in each passage.The five passages cover a variety of topics and are writtenin a variety of styles. It is important that you take intoaccount the writing style used in each passage when yourespond to the questions. In responding to a question, besure to understand the context of the question. Considerhow the sentence containing an underlined portion fits inwith the surrounding sentences and into the passage as awhole.
Examine the underlined portions of the passage.Before responding to a question with an underlined portion,carefully examine what is underlined in the text. Considerthe elements of writing that are included in each underlinedportion. Some questions will ask you to base your decisionon some specific element of writing (such as the tone oremphasis the text should convey). Some questions will askyou to choose the alternative to the underlined portion thatis NOT or LEAST acceptable. The answer choices for eachquestion will contain changes in one or more of thoseelements of writing.
Be aware of questions with no underlined portions.You will be asked some questions about a section of thepassage or about the passage as a whole, in light of agiven rhetorical situation. Questions of this type are oftenidentified by a question number in a box located at theappropriate point in the passage. Questions about theentire passage are placed at the end of the passage andintroduced by a horizontal box enclosing the followinginstruction: “Questions ___ and ___ ask about thepreceding passage as a whole.”
Note the differences in the answer choices.Many of the questions in the test will involve more than oneaspect of writing. Examine each answer choice and how itdiffers from the others. Be careful not to select an answerthat corrects one error but causes a different error.
Determine the best answer.Two approaches can be taken to determine the bestanswer to a question in which you are to choose the bestalternative to an underlined portion. In the first approach,you can reread the sentence or sentences, substitutingeach of the possible answer choices for the underlinedportion to determine the best choice. In the secondapproach, you can decide how the underlined portionmight best be phrased in standard written English or interms of the particular question posed. If you think theunderlined portion is the best answer, you should select“NO CHANGE.” If not, you should check to see whetheryour phrasing is one of the other answer choices. If you donot find your phrasing, you should choose the best of theanswers presented. For questions cued by a number in abox, you must decide which choice is most appropriate interms of the question posed or the stated rhetoricalsituation.
Reread the sentence, using your selected answer.Once you have selected the answer you feel is best, rereadthe corresponding sentence(s) of the passage, insertingyour selected answer at the appropriate place in the text tomake sure it is the best answer within the context of thepassage.
Content Covered by the ACT English TestSix elements of effective writing are included in the Englishtest: punctuation, grammar and usage, sentence structure,strategy, organization, and style. The questions coveringpunctuation, grammar and usage, and sentence structuremake up the Usage/Mechanics subscore. The questionscovering strat egy, organization, and style make up theRhetorical Skills subscore. A brief description and theapproximate percentage of the test devoted to eachelement of effective writing are given below and on page 8.
Usage/MechanicsPunctuation (10–15%). Questions in this category test yourknowledge of the conventions of internal and end-of- sentence punctuation, with emphasis on the relationship ofpunctuation to meaning (for example, avoiding ambi guity,indicating appositives).
Grammar and Usage (15–20%). Questions in this cate gorytest your understanding of agreement between subject andverb, between pronoun and antecedent, and betweenmodifiers and the word modified; verb formation; pronouncase; formation of comparative and superlative adjectivesand adverbs; and idiomatic usage.
Sentence Structure (20–25%). Questions in this categorytest your understanding of relationships betweenand among clauses, placement of modifiers, and shifts inconstruction.
Rhetorical SkillsStrategy (15–20%). Questions in this category test how wellyou develop a given topic by choosing expressionsappropriate to an essay’s audience and purpose; judgingthe effect of adding, revising, or deleting supporting material; and judging the relevancy of statements incontext.
Organization (10–15%). Questions in this category test howwell you organize ideas and choose effective opening,transitional, and closing sentences.
Style (15–20%). Questions in this category test how well youchoose precise and appropriate words and images, maintainthe level of style and tone in an essay, manage sentenceelements for rhetorical effectiveness, and avoid ambiguouspronoun references, wordiness, and redundancy.
ACT Mathematics TestYou may use a calculator on the mathe matics test. See www.actstudent.org for details about prohibitedmodels and features. Talking calculators must be approvedin advance by ACT.
The ACT mathematics test is a 60-question test designedto assess the mathematical skills students have typicallyacquired in courses taken up to the beginning of grade 12.The test presents multiple-choice questions that requireyou to use reasoning skills to solve practical problems inmathematics. Most questions are self-contained. Somequestions may belong to a set of several questions (e.g.,several questions about the same graph or chart).Knowledge of basic formulas and computational skills isassumed as background for the problems, but complexformulas and extensive computation are not required. Thematerial covered on the test emphasizes the major contentareas that are prerequisites to successful performance inentry-level college courses in mathematics.
Four scores are reported for the ACT mathematics test: atotal test score based on all 60 questions, a subscore inPre-Algebra/Elementary Algebra, a subscore inIntermediate Algebra/Coordinate Geometry, and asubscore in Plane Geometry/Trigonometry.
Tips for Taking the ACT Mathematics Test
Pace yourself.The ACT mathematics test contains 60 questions to becompleted under standard time limits in 60 minutes. Themaximum estimated time you should spend on eachquestion is 1 minute. If you are approved for extendedtime, check with your test coordinator to determine the timeauthorized for you on the mathematics test. Then, dividethe total number of minutes allowed by the number ofquestions to determine the estimated time you shouldspend on each question. If possible, spend less time oneach question and use the remaining time allowed for thistest to review your work and return to the questions on thistest that were most difficult for you.
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If you use a calculator, use it wisely.All of the mathematics problems can be solved withoutusing a calculator. Many of the problems are best donewithout a calculator. Use good judgment in deciding when,and when not, to use a calculator. For example, for someproblems you may wish to do scratch work to clarify yourthoughts on the question before you begin using acalculator to do computations.
Use the raised line drawings effectively.If you are testing with braille or oral presentation (reader or DVDs), you may request a set of raised line drawings.The drawings are representations of graphics in the testbooklet that may help you answer certain questions on the mathematics and science tests. The graphics are notnecessarily to scale and are not always precise. If you are testing with braille, the raised line drawings are in thebraille test form. Your test coordinator may also have a keyfor some graphics he or she will read aloud. Your testcoordinator is not permitted to explain or describe thedrawings in any way.
Solve the problem.For working out the solutions to the problems, you may doscratch work in the space provided in the test booklet, oryour test coordinator will provide you with scratch paper.You may wish to glance over the answer choices afterreading the questions. However, working backwards fromthe answer choices provided can take a lot of time andmay not be effective.
Locate your solution among the answer choices.Once you have solved the problem, look for your answeramong the choices. If your answer is not included amongthe choices, carefully reread the problem to see whetheryou missed important information. Pay careful attention tothe question being asked. If an equation is to be selected,check to see whether the equation you think is best can betransformed into one of the answer choices provided.
Make sure you answer the question.The solutions to many questions in the test will involveseveral steps. Make sure your answer accounts for all ofthe necessary steps. Frequently, questions include answerchoices that are based on incomplete solutions.
Make sure your answer is reasonable.Sometimes an error in computation will result in an answerthat is not practically possible for the situation described.Always think about your answer to determine whether it isreasonable.
Check your work.You may arrive at an incorrect solution by making commonerrors in the problem-solving process. Thus, if there is timeremaining on this test, it is important that you check youranswers to make sure they are correct.
Content Covered by the ACT Mathematics TestSix content areas are included in the mathematics test:pre-algebra, elementary algebra, intermediate algebra,coordinate geometry, plane geometry, and trigonometry.
The questions covering pre-algebra and elementaryalgebra make up the Pre-Algebra/Elementary Algebrasubscore. The questions covering intermediate algebraand coordinate geometry make up the IntermediateAlgebra/Coordinate Geometry subscore. The questionscovering plane geometry and trigono metry make up thePlane Geometry/Trigonometry subscore. A brief descriptionand the approximate percentage of the test devoted toeach content area follows.
PRE-ALGEBRA/ELEMENTARY ALGEBRAPre-Algebra (20–25%). Questions in this content area arebased on basic operations using whole numbers,decimals, fractions, and integers; place value; square rootsand approximations; the concept of exponents; scientificnotation; factors; ratio, proportion, and percent; linearequations in one variable; absolute value and orderingnumbers by value; elementary counting techniques andsimple probability; data collection, representation, andinterpretation; and understanding simple descriptivestatistics.
Elementary Algebra (15–20%). Questions in this contentarea are based on properties of exponents and squareroots, evaluation of algebraic expressions throughsubstitution, using variables to express functionalrelationships, understanding algebraic operations, and thesolution of quadratic equations by factoring.
INTERMEDIATE ALGEBRA/COORDINATEGEOMETRYIntermediate Algebra (15–20%). Questions in this contentarea are based on an understanding of the quadraticformula, rational and radical expressions, absolute valueequations and inequalities, sequences and patterns,systems of equations, quadratic inequalities, functions,modeling, matrices, roots of polynomials, and complexnumbers.
Coordinate Geometry (15–20%). Questions in this contentarea are based on graphing and the relations betweenequations and graphs, including points, lines, polynomials,circles, and other curves; graphing inequalities; slope;parallel and perpendicular lines; distance; midpoints; andconics.
PLANE GEOMETRY/TRIGONOMETRYPlane Geometry (20–25%). Questions in this content areaare based on the properties and relations of plane figures,including angles and relations among per pen dicular andparallel lines; properties of circles, triangles, rectangles,parallelograms, and trapezoids; transformations; theconcept of proof and proof techniques; volume; andapplications of geometry to three dimensions.
Trigonometry (5–10%). Questions in this content area arebased on understanding trigonometric relations in right triangles; values and properties of trigonometric functions;graphing trigonometric functions; modeling usingtrigonometric functions; use of trigonometric identities; and solving trigonometric equations.
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ACT Reading TestThe ACT reading test is a 40-question test that measuresyour reading comprehension. The test questions ask you toderive meaning from several texts by (1) referring to what isexplicitly stated and (2) reasoning to determine implicitmeanings. Specifically, questions will ask you to usereferring and reasoning skills to determine main ideas;locate and interpret significant details; understandsequences of events; make comparisons; comprehendcause-effect relationships; determine the meaning ofcontext-dependent words, phrases, and statements; drawgeneralizations; and analyze the author’s or narrator’s voiceand method. The test comprises four sections, eachcontaining one long or two shorter prose passages that are representative of the level and kinds of text commonlyencountered in first-year college curricula. Each passageis preceded by a heading that identifies what type ofpassage it is (for example, “Literary Narrative”), names theauthor, and may include a brief note that helps inunderstanding the passage. Each passage is followed bya set of multiple-choice test questions. These questions donot test the rote recall of facts from outside the passage,isolated vocabulary items, or rules of formal logic. Insections that contain two short passages, some of thequestions involve both of the passages in the section.
Three scores are reported for the ACT reading test: a total test score based on all 40 questions, a subscore inSocial Studies/Sciences reading skills (based on the 20 questions on the social studies and natural sciencespassages, and a subscore in Arts/Literature reading skills(based on the 20 questions on the literary narrative andhumanities passages).
Tips for Taking the ACT Reading Test
Pace yourself.The ACT reading test contains 40 questions to becompleted under standard time limits in 35 minutes. If you spend 2 to 3 minutes reading the passage(s) in eachsection, then you will have about 35 seconds to answereach question. If you are approved for extended time,check with your test coordinator to determine the timeauthorized for you on the Reading Test. Determine thelength of time you estimate it will take to read the passagesand then divide the remaining time by the number ofquestions to determine the estimated time you shouldspend on each question. If possible, spend less time on thepassages and the questions and use the remaining timeallowed for this test to review your work and return to thequestions on this test that were most difficult for you.
Read the passage carefully.Before you begin answering a question, read thepassage(s) thoroughly. It is important that you read everysentence rather than skim the text. Be conscious ofrelationships between or among ideas. You may want tomake notes about important ideas in the passage(s) in thetest booklet.
Refer to the passage when answering the questions.Answers to some of the questions will be found by referringto what is explicitly stated in the text. Other questions willrequire you to determine implicit meanings and to drawconclusions, comparisons, and generalizations. Considerthe text before you answer any question.
Content Covered by the ACT Reading TestThe reading test is based on four types of readingselections: the social studies, the natural sciences, literarynarrative, and the humanities. A subscore in Social Studies/Sciences reading skills is based on the questions on thesocial studies and the natural sciences passages, and asubscore in Arts/Literature reading skills is based on thequestions on the literary narrative and humanitiespassages. A brief description and the approximatepercentage of the test devoted to each type of readingselection are on the next page.
Social Studies (25%). Questions in this category are basedon passages in the content areas of anthropology,archaeology, biography, business, economics, education,geography, history, political science, psychology, andsociology.
Natural Sciences (25%). Questions in this category arebased on passages in the content areas of anatomy,astronomy, biology, botany, chemistry, ecology, geology,medicine, meteorology, microbiology, natural history,physiology, physics, technology, and zoology.
Literary Narrative (25%) or Prose Fiction (25%). Questions inthe Literary Narrative category are based on passages fromshort stories, novels, memoirs, and personal essays.Questions in the Prose Fiction catergory are based onpassages from short stories and novels.
Humanities (25%). Questions in this category are based onpassages from memoirs and personal essays and in thecontent areas of architecture, art, dance, ethics, film,language, literary criticism, music, philosophy, radio, television, and theater.
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ACT Science TestThe ACT science test is a 40-question test that measuresthe interpretation, analysis, evaluation, reasoning, andproblem-solving skills required in the natural sciences.
The test presents several sets of scientific information,each followed by a number of multiple-choice test questions. The scientific information is conveyed in one ofthree different formats: data representation (graphs, tables,and other schematic forms), research summaries(descriptions of several related experiments), or conflictingviewpoints (expressions of several related hypotheses orviews that are inconsistent with one another). Thequestions require you to recognize and understand thebasic features of, and concepts related to, the providedinformation; to examine critically the relationship betweenthe information provided and the conclusions drawn orhypotheses developed; and to generalize from giveninformation to gain new information, draw conclusions, ormake predictions.
You are not permitted to use a calculator on the sciencetest.
One score is reported for the ACT science test: a total testscore based on all 40 questions.
Tips for Taking the ACT Science Test
Pace yourself.The ACT science test contains 40 questions to becompleted under standard time limits in 35 minutes. If you are approved for extended time, check with your testcoordinator to determine the time authorized for you on the Science Test. Subtract the number of minutes youestimate it will take to read each passage, then divide theremaining time by the number of questions to determinethe estimated time you should spend on each question. If possible, spend less time on the passages and thequestions and use the remaining time allowed for this testto review your work and return to the questions on this testthat were most difficult for you.
Read the passage carefully.Before you begin answering a question, read thescientific material provided. It is important that you readthe entire text and examine any tables, graphs, or figures.You may want to make notes about important ideas in theinformation provided in the test booklet (or on scratch paper,if provided). Some of the information sets will describeexperiments. You should consider the experimental design,including the controls and variables, because questions arelikely to address this component of scientific research.
Use the raised line drawings effectively.If you are testing with braille or oral presentation (reader or DVDs), you may request a set of raised line drawings.The drawings are representations of graphics in the testbooklet that may help you answer certain questions on theMathematics and Science Tests. The graphics are notnecessarily to scale and are not always precise. If you aretesting with braille, the raised line drawings are in thebraille test form. Your test coordinator may also have a keyfor some graphics he or she will read aloud. Your testcoordinator is not permitted to explain or describe thedrawings in any way.
Note different viewpoints in passages.Some material will present conflicting points of view, andthe questions will ask you to distinguish among the variousviewpoints. It may be helpful for you to make notessummarizing each viewpoint next to that section in yourtest booklet (or on scratch paper, if provided).
Content Covered by the ACT Science TestThe content of the science test includes biology, chemistry,physics, and the Earth/space sciences (for example,geology, astronomy, and meteorology). Advancedknowledge in these subjects is not required, but knowledgeacquired in general, introductory science courses is neededto answer some of the questions. The test emphasizesscientific reasoning skills over recall of scientific content,skill in mathematics, or reading ability. The scientificinformation is conveyed in one of three different formats.
Data Representation (30–40%). This format presentsgraphic and tabular material similar to that found inscience journals and texts. The questions associated withthis format measure skills such as graph reading,interpretation of scatterplots, and interpretation ofinformation presented in tables.
Research Summaries (45–55%). This format providesdescriptions of one or more related experiments. Thequestions focus upon the design of experiments and theinterpretation of experimental results.
Conflicting Viewpoints (15–20%). This format presentsexpressions of several hypotheses or views that, beingbased on differing premises or on incomplete data, areinconsistent with one another. The questions focus uponthe understanding, analysis, and comparison of alternativeviewpoints or hypotheses.
ACT Writing Test (Optional)If you choose the ACT with writing, you will take the ACTwriting test (which must be completed in English) after youcomplete the four multiple-choice tests.
The ACT writing test is an essay test that measures yourwriting skills—specifically those writing skills emphasizedin high school English classes and in entry-level collegecomposition courses. The test introduces and givescontext to a given issue and provides three differentperspectives on the issue. You are asked to “evaluate andanalyze” the perspectives; to “state and develop” your ownperspective; and to “explain the relationship” between yourperspective and those given. Your score will not beaffected by the perspective you take on the issue.
Taking the writing test will not affect your scores on themultiple-choice tests or your Composite score. Rather, youwill receive a single subject-level writing score on a scale of1–36 and five additional scores: an English Language Artsscore on a scale of 1–36 and scores for four domains ofwriting competencies (Ideas and Analysis, Developmentand Support, Organization, and Language Use) on a scaleof 2–12.
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Two trained readers will score your essay from 1–6 in eachof four writing domains. Each domain score represents thesum of the two readers’ scores. Your Writing Score iscalculated from your domain scores and is reported on ascale of 1–36. Your domain scores do not necessarily addup to your reported Writing Score.
Tips for Taking the ACT Writing Test
Pace yourself.Under standard time limits, you have 40 minutes tocomplete the writing test. If you are approved for extendedtime, check with your test coordinator to determine the timeauthorized for you on the writing test. If you have beenapproved to dictate your essay to a scribe, ask your testcoordinator about the procedures for dictating your essay,reviewing your work, and making corrections. If you areapproved to use a computer, computer voice-activatedsoftware, or brailler for the essay, ask your test coordinatorfor instructions and the time allowed.
When asked to write a timed essay, most writers find ituseful to do some planning before they write the essay,and to do a final check of the essay when it is finished. It isunlikely that you will have time to draft, revise, and recopyyour essay.
Plan.Before writing, carefully read and consider all promptmaterial. Be sure you understand the issue, itsperspectives, and your essay task. The prewritingquestions included with the prompt will help you analyzethe perspectives and develop your own. Use thesequestions to think critically about the prompt and generateeffective ideas in response. Ask yourself how your ideasand analysis can best be supported and organized in awritten argument. Use the prewriting space in your testbooklet to structure or outline your response. If you areusing a scribe, he or she may write down your notes oroutlines, but you must clearly indicate what is and is notpart of your final essay. You can refer back to these notes(or have them read to you) as you write the essay or dictateit to the scribe.
Write.Establish the focus of your essay by making clear yourargument and its main ideas. Explain and illustrate yourideas with sound reasoning and meaningful examples.Discuss the significance of your ideas: what are theimplications of what you have to say, and why is yourargument important to consider? As you write, ask yourselfif your logic is clear, you have supported your claims, andyou have chosen precise words to communicate yourideas.
Review your essay.Take a few minutes before time is called to read over youressay (or have it read to you). Correct any mistakes. If youfind any words that are hard to read, recopy them. Makecorrections and revisions neatly between the lines. If youhave been approved for a scribe, you are responsible fordictating all corrections to the scribe and making sure they are made as requested. The scribe will only makecorrections dictated by you. The scribe will read aloudwhat you dictated at your request. Your readers take intoaccount that you had a fixed amount of time to write youressay. Within that time limit, try to make your essay aspolished as you can.
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Practice.There are many ways to prepare for the ACT writing test.These include reading newspapers and magazines,listening to news analyses on television or radio, andparticipating in discussions and debates.
One of the best ways to prepare for the ACT writing test isto practice writing with different purposes for differentaudiences. The writing you do in your classes will help you.So will writing essays, stories, editorials, a personal journal,or other writing you do on your own.
It is also a good idea to practice writing within a time limit.Taking the practice ACT writing test will give you a sense ofhow much additional practice you may need.
You might want to take the practice ACT writing test even ifyou do not plan to take the ACT with writing because thiswill help build skills that are important in college-levellearning in the world of work.
Check with your test coordinator for the time allowed andresponse mode approved for you on the writing test, andthen conduct your practice session using that time limitand response mode.
If you plan to take the ACT with writing and test with braille,a practice braille writing test booklet is available.
Content Covered by the ACT Writing Test Writing is where form and content come together. To statethat more precisely, writing is where you put form andcontent together. On the ACT writing test, we provide the“prompt”—an issue that has been chosen for itsappropriateness in a timed test and for its relevance tostudents’ interests and experiences. The prompt consistsof a question that defines the topic and asks you to focuson that topic. But the “content”—the arguments andexplanations, the analysis and examples—is provided byyou. By applying your writing skills to shaping that content,you provide the “form” of your essay. So, with regard to thecontent covered by the writing test, you are the author.
3What to Expect on Test Day
Complete pages 1, 2, and 4 of your answer folder,following the instructions in Taking the ACT, before test day. Bring the answer folder with you on test day.
Reporting TimeYou must report for testing at the time and test sitescheduled by your test coordinator. If you are late, you will not be admitted to test.
Identification RequiredIf your test coordinator does not know you personally, andyou do not have a valid, official photo ID, ask yourcounselor for the ACT Student identification Letter beforetest day.
In the Test RoomYour test coordinator will direct you to a seat. If you need aleft-handed desk, tell your test coordinator as you enter.
• Do not leave the test room after you have beenadmitted.
• Only pencils, erasers, a permitted calculator, andtesting aids or food and drink approved in advance byACT will be allowed on your desk.
• Books, dictionaries, notes or other aids, colored pensor pencils, correction fluid, reading material, or anyelectronic devices other than a permitted calculator (orDVD player if using DVDs) are prohibited.
• If you are allowed to use scratch paper, your testcoordinator will provide it to you.
• You will be required to put all other personal belongingsaway.
• You may not use tobacco in any form in the test room. • You must abide by the rules of the test site.• Listen carefully to all directions read by your test
coordinator. Ask questions if you do not understandwhat you are to do. It is very important that you followall directions carefully.
Taking the TestsIf you finish before time is called, review your work on thattest. Do not return to a previous test and do not workahead. If you are satisfied with your responses, place youranswer document inside your test booklet and close thecover. If you are testing with a group, sit quietly until yourtest coordinator gives you additional instructions. If you aretesting individually, notify your test coordinator you areready to begin the next test.
If you are taking all the tests in one session, you may havea short break after the first two tests. If you are taking theACT with writing, you may have time after Test 4 to relaxand sharpen your pencils. Depending on your authorizedtiming guidelines, you may be approved for additional or stop-the-clock breaks. Check with your test coordinator. Donot leave the building during a break because somebuildings have automatic locking doors and you may belocked out. If you leave the room during testing, you will notbe allowed to make up lost time.
At the conclusion of testing, you will be asked to read andsign a statement certifying truthful identification of yourself.You will be required to sit quietly until you are dismissed.After all answer documents and test booklets have beencollected and counted, your test coordinator will dismissyou.
Prohibited Behavior at the TestCenterThe following behaviors are prohibited. You will bedismissed and your answer document will not be scored ifyou are found:
• Filling in or altering responses on a test section on youranswer sheet or continuing to complete the essay aftertime has been called on that test section. This meansthat you cannot make any changes to a test sectionoutside of the designated time for that section, even tofix a stray mark or accidental keystroke.
• Looking back at a test section on which time has alreadybeen called.
• Looking ahead in the test booklet.
• Looking at another person’s test booklet or answerdocument.
• Giving or receiving assistance by any means.
• Discussing or sharing of test content, test formidentification numbers, or answers during testadministration, during breaks, or after the test isprohibited.
• Using a prohibited calculator (www.actstudent.org).
• Using a calculator on any test section other thanmathematics.
• Sharing a calculator with another person.
• Using a watch with recording, internet, orcommunication capabilities.
• Using any electronic device at any time during testing orduring break other than an approved calculator orwatch. All other electronic devices, including cellphones and wearable devices, must be turned off andplaced out of reach from the time you are admitted totest until you are dismissed after testing concludes.
• Attempting to memorize test-related information orotherwise remove test materials, including questions oranswers, from the test room in any way.
• Using highlight pens, colored pens or pencils, notes,dictionaries, or other aids.
• Using scratch paper (unless an exception applies).
o Specific instructions will be provided on test day ifACT authorizes you to use scratch paper, includingthe section(s) on which ACT has authorized its use.
o If you are permitted to use scratch paper, you mayonly use paper that ACT has authorized and/orprovided to you.
• Not following instructions or abiding by the rules of thetest center.
• Exhibiting confrontational, threatening, or unrulybehavior; or violating any laws. If ACT suspects you areengaging in criminal activities, such activities will bereported to law enforcement agencies.
• Allowing an alarm to sound in the test room or creatingany other disturbance.
All items brought into the test center, such as hats, purses,backpacks, cell phones, calculators, and other electronicdevices may be searched at the discretion of ACT and itstesting staff. ACT and its testing staff may confiscate andretain for a reasonable period of time any item suspectedof having been used, or being capable of being used, inviolation of this list of prohibited behaviors. ACT may alsoprovide such items to third parties in connection with aninvestigation conducted by ACT or others. ACT and itstesting staff shall not be responsible for lost, stolen, ordamaged items.
Voiding Your AnswerDocument on Test DayIf you have to leave the test center before completing allyour tests, you must decide whether or not you want youranswer document scored and inform your test coordinatorof your decision. If you do not, your answer document willbe scored.
Once you break the seal on your multiple-choice testbooklet, you cannot request a Test Date Change. If you donot complete all your tests and want to test again, you willhave to pay the full fee for your test option again. If youwant to retest, you must complete a new Request for ACTSpecial Testing and submit it to ACT with the full test feefor your test option.
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4 Taking the Practice TestsTake the tests under conditions as similar as possible tothose you will experience on test day. The following tips willhelp you make the most of the practice tests:• If you test with standard time limits, the four multiple-
choice tests will require a total of 2 hours and 55 minutes (the writing test will require an additional40 minutes). If you are approved for extended time,check with your test coordinator to determine howmuch time ACT has authorized for you on each test.Try to take each test without interruption.
• Remove all books and notes from your desk. You willneed sharpened No. 2 pencils and good erasers. Onlywriting instruments and testing aids approved inadvance by ACT will be allowed on test day.
• If you plan to use a calculator on the mathematics test,use the same one as you will on test day.
• Use a digital timer or a clock to time yourself on eachtest. If you are testing with standard time limits, set yourtimer for 5 minutes less than the time allowed for eachtest so you can get used to the announcement of fiveminutes remaining. If you are testing with extendedtime, set your timer for 5 minutes less than the timeallowed for each test depending on the timingguidelines authorized for you by ACT.
• If you have been approved to pace yourself througheach test, set your timer for hourly reminders of thetime remaining and for 5 minutes less than the totaltime allowed—5 hours for the ACT (no writing); 6 hoursfor the ACT with writing. You may take a break betweeneach test, but do not stop timing—breaks are includedin your total testing time.
• Use only the time authorized for you on each test.• Detach and use the sample answer document on
pages 26–30 (if you will be marking your responses inyour answer folder yourself).
• Read the general test directions on the first page of themultiple-choice practice tests. These are the samedirections that will appear on your test booklet on testday. After you have read the directions, start your timerand begin with Test 1. If you do not plan to take theACT with writing, score your multiple-choice tests usingthe information starting on page 15.
• If you plan to take the ACT with writing, read thedirections on the first page of the practice ACT writingtest (page 20). These are the same directions that willappear on your test booklet on test day. Start your timer,then read the prompt on page 21. After you understandwhat the prompt is asking you to do, plan your essayand then write it on lined paper. (On test day, youranswer document will have lined pages for you to writeyour essay.) Score your essay using the information onpages 23–24.
• Take only the breaks authorized for you. If you havebeen authorized for stop-the-clock breaks, stop timingeach time you take a break.
• If you are approved to mark responses in the testbooklet, do so during your practice session as well(use scratch paper if there is not enough room).
• If approved for an alternate response mode for themultiple-choice tests and/or Writing Test, conduct yourpractice session using that response mode.
• If approved for a reader or scribe, or to have yourresponses transferred to the answer folder, or to useDVDs, ask your counselor or your parent/guardian toassist with your practice session.
5 Scoring Your Practice Tests
How to Score the Multiple-Choice TestsFollow the instructions below and on the following pages toscore your practice multiple-choice tests and to reviewyour performance.
Raw ScoresThe number of questions you answered correctly on eachtest and in each subscore area is your raw score. Becausethere are many forms of the ACT, each with differentquestions, some forms will be slightly easier (and someslightly harder) than others. A raw score of 67 on one formof the English Test, for example, may be about as difficultto earn as a raw score of 70 on another form of that test.
To compute your raw scores, check your answers with thescoring keys on pages 16–18. Count the number of correctanswers for each of the four tests and seven subscoreareas, then enter the number in the blanks provided onthose pages. These numbers are your raw scores on thetests and subscore areas.
Scale ScoresTo adjust for the small differences that occur amongdifferent forms of the ACT, the raw scores for tests andsubscore areas are converted into scale scores. Scalescores are reported on the reports sent to you and yourcollege and scholarship choices.
When your raw scores are converted into scale scores, itbecomes possible to compare your scores with those ofexaminees who took different test forms. For example, ascale score of 26 on the English Test has the samemeaning regardless of the form of the ACT on which it isbased.
To determine the scale scores corresponding to your rawscores on the practice test, use the score conversiontables on pages 19–20. Table 1 on page 19 shows the raw-to-scale score conversions for each test, and Table 2 onpage 20 shows the raw-to-scale score conversions for thesubscore areas. Because each form of the ACT is unique,each form has different conversion tables. Consequently,these tables provide only approximations of the raw-to-scale score conversions that would apply if a different form of the ACT were taken. Therefore, the scale scoresobtained from the practice test do not match precisely the scale scores received from a national administration ofthe ACT.
Computing the Composite ScoreThe Composite score is the average of the four scalescores in English, mathematics, reading, and science. If you left any of these tests blank, do not calculate aComposite score. If you take the ACT with writing, yourwriting results do not affect your Composite score.
Comparing Your ScoresInformation about comparing your scores on the practicemultiple-choice tests with the scores of recent high schoolgraduates who took the ACT can be found atwww.actstudent.org.
Your scores and percent at or below are only estimates ofthe scores that you will receive during an actualadministration of the ACT. Test scores are only oneindicator of your level of learning. Consider your scores inconnection with your grades, your performance in outsideactivities, and your career interests.
College and Career Readiness StandardsThe ACT College and Career Readiness Standardsdescribe the types of skills, strategies, and understandingsyou will need to make a successful transition from highschool to college. For English, mathematics, reading, andscience, standards are pro vided for six score ranges thatreflect the progression and complexity of the skills in eachof the academic areas measured by the ACT tests. Forwriting, standards are provided for five score ranges.The ACT College and Career Readiness Standards andbenchmark scores for each test can be found atwww.act.org/standard.
Reviewing Your Performanceon the Multiple-ChoicePractice TestsConsider the following as you review your scores.
• Did you run out of time before you completed a test?You may need to adjust the way you used your time inresponding to the questions or discuss with yourcounselor if you need to request additional time.
• Did you spend too much time trying to understand thedirections for the tests? If so, read the directions foreach test again thoroughly.
• Review the questions that you missed. Did you select a response that was an incomplete answer or that didnot directly respond to the question being asked?
• Did a particular type of question confuse you? Did thequestions you missed come from a particular subscorearea? Check to see whether a particular type ofquestion or a particular subscore area was moredifficult for you or took more of your time.
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SubscoreArea*
Key EA AG GT
1. D ___2. H ___3. E ___4. F ___5. E ___6. H ___7. E ___8. H ___9. A ___
10. K ___11. C ___12. K ___13. B ___14. H ___15. B ___16. H ___17. D ___18. F ___19. D ___20. F ___21. B ___22. H ___23. A ___24. H ___25. B ___26. G ___27. E ___28. H ___29. C ___30. G ___
SubscoreArea*
Key EA AG GT
31. D ___32. K ___33. B ___34. H ___35. D ___36. J ___37. A ___38. F ___39. B ___40. F ___41. E ___42. K ___43. D ___44. G ___45. D ___46. J ___47. B ___48. G ___49. A ___50. F ___51. E ___52. H ___53. B ___54. K ___55. E ___56. K ___57. A ___58. K ___59. E ___60. J ___
Number Correct (Raw Score) for:
Pre-Alg./Elem. Alg. (EA) Subscore Area _______(27)
Inter. Alg./Coord. Geo. (AG) Subscore Area _______(19)
Plane Geo./Trig. (GT) Subscore Area _______(14)
Total Number Correct for Math Test _______(EA + AG + GT) (60)
*EA = Pre-Algebra/Elementary AlgebraAG = Intermediate Algebra/Coordinate GeometryGT = Plane Geometry/Trigonometry 1572CPRE
Scoring Keys for the ACT Practice TestsUse the scoring key for each test to score your answer document for the multiple-choice tests. Mark a “1” in theblank for each question you answered correctly. Add up the numbers in each subscore area and enter the totalnumber correct for each subscore area in the blanks provided. Also enter the total number correct for each test inthe blanks provided. The total number correct for each test is the sum of the number correct in each subscore area.
Test 1: English—Scoring Key Test 2: Mathematics—Scoring Key
SubscoreArea*
Key UM RH
1. A ___2. J ___3. D ___4. H ___5. B ___6. J ___7. B ___8. J ___9. C ___
10. J ___11. B ___12. G ___13. A ___14. H ___15. D ___16. H ___17. B ___18. J ___19. C ___20. H ___21. A ___22. F ___23. B ___24. H ___25. C ___26. F ___27. D ___28. G ___29. A ___30. F ___31. B ___32. H ___33. B ___34. H ___35. A ___36. F ___37. A ___38. F ___
SubscoreArea*
Key UM RH
39. C ___40. J ___41. C ___42. G ___43. D ___44. J ___45. C ___46. J ___47. D ___48. H ___49. B ___50. F ___51. D ___52. J ___53. A ___54. F ___55. B ___56. G ___57. C ___58. F ___59. D ___60. G ___61. C ___62. G ___63. D ___64. F ___65. C ___66. H ___67. D ___68. G ___69. D ___70. J ___71. A ___72. F ___73. B ___74. H ___75. D ___
Number Correct (Raw Score) for:
Usage/Mechanics (UM) Subscore Area _______(40)
Rhetorical Skills (RH) Subscore Area _______(35)
Total Number Correct for English Test _______(UM + RH) (75)
*UM = Usage/MechanicsRH = Rhetorical Skills 1572CPRE
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Test 3: Reading—Scoring Key
Number Correct (Raw Score) for:
Social Studies/Sciences (SS) _______Subscore Area (20)
Arts/Literature (AL) Subscore Area _______(20)
Total Number Correct for Reading Test _______(SS + AL) (40)
Test 4: Science—Scoring Key
Number Correct (Raw Score) for:
Total Number Correct for Science Test _______(40)
SubscoreArea*
Key SS AL
1. A ___2. J ___3. C ___4. H ___5. B ___6. J ___7. A ___8. H ___9. B ___
10. J ___11. A ___12. J ___13. C ___14. J ___15. B ___16. H ___17. B ___18. F ___19. D ___20. F ___
SubscoreArea*
Key SS AL
21. A ___22. G ___23. D ___24. J ___25. C ___26. G ___27. C ___28. J ___29. C ___30. G ___31. A ___32. G ___33. A ___34. J ___35. D ___36. H ___37. B ___38. J ___39. A ___40. H ___
*SS = Social Studies/SciencesAL = Arts/Literature 1572CPRE
Key
1. C ___2. G ___3. D ___4. G ___5. C ___6. F ___7. A ___8. F ___9. D ___
10. J ___11. C ___12. F ___13. B ___14. F ___15. C ___16. F ___17. B ___18. H ___19. B ___20. J ___
Key
21. D ___22. F ___23. B ___24. J ___25. B ___26. H ___27. A ___28. J ___29. C ___30. F ___31. B ___32. G ___33. D ___34. J ___35. A ___36. H ___37. B ___38. F ___39. D ___40. J ___
1572CPRE
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TABLE 1Explanation of Procedures Used to Obtain Scale Scores from Raw Scores
On each of the four multiple-choice tests on which youmarked any responses, the total number of correctresponses yields a raw score. Use the table below to convertyour raw scores to scale scores. For each test, locate andcircle your raw score or the range of raw scores that includesit in the table below. Then, read across to either outsidecolumn of the table and circle the scale score thatcorresponds to that raw score. As you determine your scalescores, enter them in the blanks provided on the right. Thehighest possible scale score for each test is 36. The lowestpossible scale score for any test on which you marked anyresponses is 1.
Next, compute the Composite score by averaging the fourscale scores. To do this, add your four scale scores anddivide the sum by 4. If the resulting number ends in afraction, round it to the nearest whole number. (Round downany fraction less than one-half; round up any fraction that isone-half or more.) Enter this number in the blank. This is yourComposite score. The highest possible Composite score is36. The lowest possible Composite score is 1.
ACT Test 1572CPRE Your Scale Score
English ________
Mathematics ________
Reading ________
Science ________
Sum of scores ________
Composite score (sum ÷ 4) ________
Writing ________
NOTE: If you left a test completely blank and marked noitems, do not list a scale score for that test. If any test wascompletely blank, do not calculate a Composite score.
To calculate your writing score, use the rubric on pages 23–24.
1572CPRE
ScaleScore
Raw Scores
ScaleScore
Test 1English
Test 2Mathematics
Test 3Reading
Test 4Science Writing
363534333231302928272625242322212019181716151413121110987654321
7572-74
7170
68-69676665
63-6462
60-6158-5956-5753-5551-5248-5045-4743-4441-4239-4036-3832-3529-3127-2825-2623-2420-2218-1915-1712-1410-118-96-74-52-30-1
6058-59
5755-56
5452-5350-5148-4945-4743-4440-4238-3936-3734-3532-3330-31
2927-2824-2621-2317-2013-1611-1208-10
75-64—3—2—1——0
40393837
35-363433323130292827
25-2624
22-2321
19-201817
15-1614
12-1311
09-108
6-7—543—2—10
40393837—3635343332
30-3128-2926-2724-2522-23
2119-2017-18
1614-15
13121110987
5-6—432—1—0
47-4846
44-4542-43
4140
38-3937
35-3634333231
29-3028
26-27252423
21-2220—
18-191716—
14-151312—
10-119———8
363534333231302928272625242322212019181716151413121110987654321
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1572
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20
Directions
This is a test of your writing skills. You will have forty (40) minutes to read the prompt, plan your response, and write an essay in English. Before you begin working, read all material in this test booklet carefully to understand exactly what you are being asked to do.
You will write your essay on the lined pages in the answer document provided. Your writing on those pages will be scored. You may use the unlined pages in this test booklet to plan your essay. Your work on these pages will not be scored.
Your essay will be evaluated based on the evidence it provides of your ability to:
• analyze and evaluate multiple perspectives on a complex issue• state and develop your own perspective on the issue • explain and support your ideas with logical reasoning and detailed examples• clearly and logically organize your ideas in an essay• effectively communicate your ideas in standard written English
Lay your pencil down immediately when time is called.
DO NOT OPEN THIS BOOKLET UNTIL TOLD TO DO SO.
WRITING TEST BOOKLET
©2015 by ACT, Inc. All rights reserved.NOTE: This test material is the con�dential copyrighted property of ACT, Inc., and may not be copied, reproduced, sold, or otherwise transferred without the prior express written permission of ACT, Inc. Violators of ACT’s copyrights are subject to civil and criminal penalties.
PO Box 168Iowa City, IA 52243-0168
Your Signature: __________________________________________________________________ (Do not print.)
Print Your Name Here: ____________________________________________________________
Your Date of Birth:
– –
Month Day Year
Form 15AA51
You must take the multiple-choice tests before you take the writing test.
Practice Writing Test
Form 15AA51
Public Health and Individual FreedomMost people want to be healthy, and most people want as much freedom as possible to do the things they want. Unfortunately, these two desires sometimes con� ict. For example, smoking is prohibited from most public places, which restricts the freedom of some individuals for the sake of the health of others. Likewise, car emissions are regulated in many areas in order to reduce pollution and its health risks to others, which in turn restricts some people’s freedom to drive the vehicles they want. In a society that values both health and freedom, how do we best balance the two? How should we think about con� icts between public health and individual freedom?
Read and carefully consider these perspectives. Each suggests a particular way of thinking about the conflict between public health and individual freedom.
Perspective One Perspective Two Perspective Three
Our society should strive to achieve the greatest good for the greatest number of people. When the freedom of the individual interferes with that principle, freedom must be restricted.
Nothing in society is more valuable than freedom. Perhaps physical health is sometimes improved by restricting freedom, but the cost to the health of our free society is far too great to justify it.
The right to avoid health risks is a freedom, too. When we allow individual behavior to endanger others, we’ve damaged both freedom and health.
Essay TaskWrite a uni� ed, coherent essay in which you evaluate multiple perspectives on the con� ict between public health and individual freedom. In your essay, be sure to:
• analyze and evaluate the perspectives given• state and develop your own perspective on the issue• explain the relationship between your perspective and those given
Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples.
5421
22
Planning Your EssayYour work on these prewriting pages will not be scored.
Use the space below and on the back cover to generate ideas and plan your essay. You may wish to consider the following as you think critically about the task:
Strengths and weaknesses of the three given perspectives • What insights do they offer, and what do they fail to consider?• Why might they be persuasive to others, or why might they fail to persuade?
Your own knowledge, experience, and values • What is your perspective on this issue, and what are its strengths and weaknesses?• How will you support your perspective in your essay?
Note
• For your practice essay, you will need scratch paper to plan your essay and four lined sheetsof paper for your response.
• On test day, you will receive a test booklet with space to plan your essay and four linedpages on which to write your response.
• Read pages – for information and instructions on scoring your practice writing test.
23
How to Score the Writing TestIt is difficult to be objective about one’s own work. However, it is to your advantage to read your own writing critically, asdoing so can help you grow as a writer and as a reader. It mayalso be helpful for you to give your practice essay to anotherreader, such as a classmate, parent, or teacher. To rate youressay, you and your reader(s) should review the guidelinesand sample essays at www.actstudent.org and then use thescoring rubric below to assign your practice essay a score of 1 (low) through 6 (high) in each of the four writing domains(Ideas and Analysis, Development and Support, Organization,Language Use).
Scoring Rubric (below)The rubric presents the standards by which your essay will beevaluated. Readers will use this rubric to assign your essayfour unique scores, one per writing domain. To score youressay, determine which scorepoint, in each domain, bestdescribes the features of your writing. Because each domainreceives its own score, the four scores you assign need not beidentical. For example, you may find that your essay exhibitsstronger skill in organization than in the development of ideas.In this case, you may determine that your essay shouldreceive a higher score in Organization than in Developmentand Support.
The ACT Writing Test Scoring RubricIdeas and Analysis Development and Support Organization Language Use
Score 6:
Responses atthis scorepointdemonstrateeffective skill in writing anargumentativeessay.
The writer generates anargument that criticallyengages with multipleperspectives on the givenissue. The argument’sthesis reflects nuance andprecision in thought andpurpose. The argumentestablishes and employs aninsightful context foranalysis of the issue and itsperspectives. The analysisexamines implications,complexities and tensions,and/or underlying valuesand assumptions.
Development of ideas andsupport for claims deepeninsight and broadencontext. An integrated lineof skillful reasoning andillustration effectivelyconveys the significance ofthe argument. Qualificationsand complications enrichand bolster ideas andanalysis.
The response exhibits askillful organizationalstrategy. The response isunified by a controlling ideaor purpose, and a logicalprogression of ideasincreases the effectivenessof the writer’s argument.Transitions between andwithin paragraphsstrengthen the relationshipsamong ideas.
The use of languageenhances the argument.Word choice is skillful andprecise. Sentencestructures are consistentlyvaried and clear. Stylisticand register choices,including voice and tone,are strategic and effective.While a few minor errors ingrammar, usage, andmechanics may be present,they do not impedeunderstanding.
Score 5:
Responses atthis scorepointdemonstratewell-developedskill in writing anargumentativeessay.
The writer generates anargument that productivelyengages with multipleperspectives on the givenissue. The argument’sthesis reflects precision inthought and purpose. Theargument establishes andemploys a thoughtfulcontext for analysis of theissue and its perspectives.The analysis addressesimplications, complexitiesand tensions, and/orunderlying values andassumptions.
Development of ideas andsupport for claims deepenunderstanding. A mostlyintegrated line of purposefulreasoning and illustrationcapably conveys thesignificance of theargument. Qualificationsand complications enrichideas and analysis.
The response exhibits aproductive organizationalstrategy. The response ismostly unified by acontrolling idea or purpose,and a logical sequencing ofideas contributes to theeffectiveness of theargument. Transitionsbetween and withinparagraphs consistentlyclarify the relationshipsamong ideas.
The use of language worksin service of the argument.Word choice is precise.Sentence structures areclear and varied often.Stylistic and registerchoices, including voiceand tone, are purposefuland productive. While minorerrors in grammar, usage,and mechanics may bepresent, they do not impedeunderstanding.
Score 4:
Responses atthis scorepointdemonstrateadequate skillin writing anargumentativeessay.
The writer generates anargument that engages withmultiple perspectives on thegiven issue. The argument’sthesis reflects clarity inthought and purpose. Theargument establishes andemploys a relevant contextfor analysis of the issue andits perspectives. Theanalysis recognizesimplications, complexitiesand tensions, and/orunderlying values andassumptions.
Development of ideas andsupport for claims clarifymeaning and purpose.Lines of clear reasoningand illustration adequatelyconvey the significance ofthe argument. Qualificationsand complications extendideas and analysis.
The response exhibits aclear organizationalstrategy. The overall shapeof the response reflects anemergent controlling idea orpurpose. Ideas are logicallygrouped and sequenced.Transitions between andwithin paragraphs clarifythe relationships amongideas.
The use of languageconveys the argument withclarity. Word choice isadequate and sometimesprecise. Sentencestructures are clear anddemonstrate some variety.Stylistic and registerchoices, including voiceand tone, are appropriatefor the rhetorical purpose.While errors in grammar,usage, and mechanics arepresent, they rarely impedeunderstanding.
24
The ACT Writing Test Scoring RubricIdeas and Analysis Development and Support Organization Language Use
Score 3:
Responses atthis scorepointdemonstratesomedeveloping skillin writing anargumentativeessay.
The writer generates anargument that responds tomultiple perspectives on thegiven issue. The argument’sthesis reflects some clarityin thought and purpose.The argument establishes alimited or tangential contextfor analysis of the issue andits perspectives. Analysis issimplistic or somewhatunclear.
Development of ideas andsupport for claims aremostly relevant but areoverly general or simplistic.Reasoning and illustrationlargely clarify the argumentbut may be somewhatrepetitious or imprecise.
The response exhibits abasic organizationalstructure. The responselargely coheres, with mostideas logically grouped.Transitions between andwithin paragraphssometimes clarify therelationships among ideas.
The use of language isbasic and only somewhatclear. Word choice isgeneral and occasionallyimprecise. Sentencestructures are usually clearbut show little variety.Stylistic and registerchoices, including voiceand tone, are not alwaysappropriate for therhetorical purpose.Distracting errors ingrammar, usage, andmechanics may be present,but they generally do notimpede understanding.
Score 2:
Responses atthis scorepointdemonstrateweak orinconsistentskill in writing anargumentativeessay.
The writer generates anargument that weaklyresponds to multipleperspectives on the givenissue. The argument’sthesis, if evident, reflectslittle clarity in thought andpurpose. Attempts atanalysis are incomplete,largely irrelevant, or consistprimarily of restatement ofthe issue and itsperspectives.
Development of ideas andsupport for claims areweak, confused, ordisjointed. Reasoning andillustration are inadequate,illogical, or circular, and failto fully clarify the argument.
The response exhibits arudimentary organizationalstructure. Grouping of ideasis inconsistent and oftenunclear. Transitionsbetween and withinparagraphs are misleadingor poorly formed.
The use of language isinconsistent and oftenunclear. Word choice isrudimentary and frequentlyimprecise. Sentencestructures are sometimesunclear. Stylistic andregister choices, includingvoice and tone, areinconsistent and are notalways appropriate for therhetorical purpose.Distracting errors ingrammar, usage, andmechanics are present, andthey sometimes impedeunderstanding.
Score 1:
Responses atthis scorepointdemonstratelittle or no skillin writing anargumentativeessay.
The writer fails to generatean argument that respondsintelligibly to the task. Thewriter’s intentions aredifficult to discern. Attemptsat analysis are unclear orirrelevant.
Ideas lack development,and claims lack support.Reasoning and illustrationare unclear, incoherent, orlargely absent.
The response does notexhibit an organizationalstructure. There is littlegrouping of ideas. Whenpresent, transitional devicesfail to connect ideas.
The use of language fails to demonstrate skill inresponding to the task.Word choice is impreciseand often difficult tocomprehend. Sentencestructures are often unclear.Stylistic and registerchoices are difficult toidentify. Errors in grammar,usage, and mechanics arepervasive and often impedeunderstanding.
Calculating Your Writing Subject ScoreComplete these steps to calculate your Writing Subject Score (1–36 scale).1. Locate the four domain scores (1–6) and enter them in the first column below. Double each score and enter in the Domain
Score column to the right.
2. Enter the sum of the second-column scores here ______. This is your raw score (value between 8 and 48).3. Use Table 1 on page to find the scaled Writing Subject Score that corresponds to your raw score.
DomainScore
Ideas and Analysis ____ x 2 = ____
Development and Support ____ x 2 = ____
Organization ____ x 2 = ____
Language Use and Conventions ____ x 2 = ____
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Incorrect marks:Overlapping mark:
Cross-out mark:Smudged erasure:
Mark is too light:
64F68E69C69E70D70E71B71F72A72D
72E72F73A73D73E73F73H74A75A75B
75C75D75E75F75G75H75R75S76A96H
96Y98H98J98K98L98N98P98Q98R98T
PAGE 2
BOOKLET NUMBER
TEST 1
TEST 2
TEST 3
TEST 4
ACT STUDENT REVIEW: The test administrator will give you instructions for completing this section.
FORM
Print your 3-characterTest Form inthe boxesabove andfill in thecorrespondingoval at theright.
Marking Directions: Mark only one oval foreach question. Fill in response completely.Erase errors cleanly without smudging.
Do NOT use these incorrect or badmarks.
Correct mark:
BE SURE TO FILL IN THE CORRECT FORM OVAL.
123456789
10111213
14151617181920212223242526
27282930313233343536373839
40414243444546474849505152
53545556575859606162636465
66676869707172737475
123456789
10
11121314151617181920
21222324252627282930
31323334353637383940
41424344454647484950
51525354555657585960
1234567
89
1011121314
1234567
89
1011121314
15161718192021
22232425262728
29303132333435
3637383940
15161718192021
22232425262728
29303132333435
3637383940
Student Review: Your responses to these items will assist ACT and your test center in providing the best possible conditions fortesting and planning for the future. Fill in the oval indicating yourresponse to each item printed on the back of your test booklet.
12345
6789
10
1112131415
Yes No Yes No Yes No
PRE
ACT Sample Answer Document
26
27
28
29
30
31
To apply for extended time (up to time-and-a-half, self-paced) testingat a National test center, download the Request for ACT ExtendedTime National Testing from www.actstudent.org, or get one fromyour high school counselor. Follow the instructions on the application.If you have questions, contact us at:
ACT Extended Time National TestingPO Box 4068Iowa City, IA 52243-4068319.337.1332
Detailed information about testing for students withdisabilities can be found at www.actstudent.org.
Extended Time National Testing
*011150160* Rev 15398