assesment analysis packet

8/8/2019 Assesment Analysis Packet

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COMMON

ASSESSMENTANALYSIS


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Table of Contents

Test Results

Summary of P-Value, Discrimination Index and Pint Biserial 3

Sample Item Detail Report 4

Question Strength

Summary of Key Stem and Detractor Characteristics 7

Annotated Sample Questions 8

Importance of Visual and Text Reference Points 11

College Readiness

Summary of the College Readiness Standards 13

Are You College-Ready? 14

Ideas for Progress 15

Matching Questions to Standards 19

Appendix

The College Readiness Standards

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Test Results

Adapted from Achievement Series Administrators Guide by Mike Hoag.

P-Value (Level of Item Difficulty)

* P-Value indicates the percentage of the total group that got the item correct.

* The optimal difficulty of an item depends on the type of question and the number of detractors.

* For a four response multiple choice test, a P-Value of about 63% is optimal.

* For true-false items, a 75% difficulty level is recommended.

* Items with P-Values ofless than 30% (possibly too difficult) or more than 90% (possibly too easy -

needs attention.

* It is recommended that the first few items of a test be easy (90% or higher) to put students at ease.

Discrimination Index

Discrimination Index is a measure of the effectiveness of an item to discriminate between those

students who have mastered the material and those who have not.

Rules of Thumb:

* Items with discrimination index above 40% - excellent

* Items at or above 25% to 40% are acceptable

* Items having an index below 25% would be considered poorly discriminating.

Point Biserial

Point Biserial measures the correlation between the correct answer on an item and the total test score

of a student. Point biserial identifies items that correctly discriminate between high and low

groups as defined by the test as a whole.

Rules of Thumb

.30 and above - Very good item

.20 to .29 - Reasonably good item

.09 to .19 - Marginal item; needs improvementBelow .09 - Poor item; reject or improve

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Test Details Report - English 1 Semester 1 (reg and honors) Final ExamItem 26 Item Name: Answer Key Item Item Type: MC

Bank Name: 26 Item ID: Answer Key Item

Item Statistics: No. of Student Responded: 2177 P-Value: 0.95

No. of Student Correct: 2073 Upper 27%: 0.98

No. of Student Incorrect: 104 Lower 27%: 0.91

No. of Student Partially Correct: 0 Discrimination Index: 0.07

No. of Student Skipped: 0 Point Biserial: 0.11

Choice

Statistics:Choice Frequency Point Biserial

A. 0.017 N/A

B. 0.024 N/A

C. ** 0.952 N/A

D. 0.006 N/A

NoResponse. 0.000 N/A

Item 27 Item Name: Answer Key Item Item Type: MC







Choice


A. ** 0.698 N/A

B. 0.127 N/A

C. 0.029 N/A

D. 0.145 N/A









Choice


A. 0.017 N/A

B. ** 0.859 N/A

C. 0.101 N/A

D. 0.021 N/A

NoResponse. 0.002

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Choice


A. ** 0.975 N/A

B. 0.011 N/A

C. 0.009 N/A

D. 0.003 N/A









Choice


A. 0.034 N/A

B. ** 0.920 N/A

C. 0.037 N/A

D. 0.007 N/A









Choice


A. 0.080 N/A

B. 0.064 N/A

C. ** 0.779 N/A

D. 0.075 N/A

NoResponse. 0.001

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Question Strength

Most of the research the major assessment companies use to create the style and structure ofquestions is based on the work Stanford and Harvard have done over the years regarding question quality or

question strength.

Strong questions engage students in the way the question (called a stem) and the choices (called detractors) are

constructed. Certain patterns, words, and phrases are more preferred as they tend to tap into thinking skills

that are of a higher order: inferring, concluding, summarizing, analyzing, synthesizing, etc.

On the next several pages, there are some illuminated examples of retired ACT questions. These examples

highlight specific aspects of questions that engage students in the question.

Stems

1. Construct a question around a keyword, such as infer, suggest, or conclude.

2. Use narrowing statements such as According to the author..., Based on the reading...

3. Use attribution or reference statements, such as to the author, writer or passage, or to the chart, graph,

figure or table.

4. Longer stems draw in a reading and engage their thought process. Create a context-setting statement and

tell a story.

Detractors

1. Choices should be similar in length and style, and often share common words.

2. Use active verbs to lead the detractor.

3. There should not be a detractor that can easily be eliminated.

4. Use 5 choices in Math.

(ETS, ACT)

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It would be reasonable to infer, based on this passage, that members of

the Federal Bureau of Termination would be most commonly recognized

by their:

A. formal badges

B. purple uniforms

C. informal insignia

D. green uniforms

KeywordNarrows the scope of the question

Not exclusive or absolute

Similar adjective/noun construct

As part of a wood shop project, two students build a cabinet that is 6 feet tall, 2

feet wide and 3 feet deep. Half of the cabinet's interior volume will be used for

storing tools, leaving the other half free for personal items. How much volume will

be available for students to use?

A. 18 cubic feet

B. 24 cubic feet

C. 36 cubic feet

D. 48 cubic feet

mix ofnumericaland literal

terms

detractors chunked in a similar fashion(i.e. There is not a 21.7 cubic feet choice)

Tellsa

story

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By remarking that a creature with a brain no larger than a grass seed can

accomplish what a scout bee does, the writer intended that we share her

sense of:

A. astonishment and delight

B. propriety and humor

C. annoyance and reservation

D. enthusiasm and relaxation

Keyword

Narrows the scope of the question

Similar length, style and struture

attribution

Based on this chart, which population had the least variation

throughout the time period measured?

A. turtles

B. dinosaurs

C. snakes

D. crocodilians

3-variable visual Narrows the scope of thequestion through attribution

addressesthe 3rdvariable

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A person goes to the store and purchases the following items: 2 large

soft drinks costing $1.59 each, 1 loaf of bread costing $1.17 and 8 pounds

of potatoes costing $.30 per pound. If there is a 4% sales tax on all of the

items, what is the total bill?

A. $3.18

B. $5.37

C. $6.75

D. $7.02

E. $9.45

Similar style

Keyword

Tellsa

story

Houses in many coastal areas are built on stilts to keep the houses

above water. According to Scientist #2, which of the following

would one most likely predict about the radon hazard in

those houses?

A. Radon would accumulate

to high levels in the lowest floor of the houses

B. Radon would accumulate to high levels in the highest floor

of those houses

C. Radon would not be a hazard because the drinking water is

aerated inside the houses

D. Radon would not be a hazard because the lowest floor of those

houses is not in contact with the soil or bedrock

Narrowing through attribution

Sets a

context

Cycles through one constant (Radon) and two variables (accumulate

or not accumulate and highest or lowest floors)

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70 14 7 14

Blood Throat

RASH

FEVER

COLD

Days after Exposure Days after Onset Years

1 5 1

EXPOSURE

ONSET

Symptoms

Virus Excretion

Antibody Level

Visuals and Text Refererence Points

During the development of chemistry, many chemists attempted to explain the changes that occur whencombustible (capable of burning) materials burn and metals corrode or rust. The following are two proposed

theories.

Phlogiston Theory

According to this theory, combustible materials, such as wood, coal, or metal contain a massless "essence" or

presence called phlogiston. When combustion occurs, the phlogiston is released from the combusting object and

absorbed by the air. For example, when a piece of wood is burned, phlogiston is released to the air and the wood

converted to ash. The ash is free of phlogiston and can no longer support combustion. Similarly, if a metal is

heated, the phlogiston is lost to the air and the metal is converted into a nonmetallic, powdery substance called

ash, or calx. The corrosion (changing of a substance by a chemical reaction) of metals, such as the rusting of iron

(Fe), also involves the loss of phlogiston from the metal, but at a slower rate than burning. Rust can be turned ba

into metal by heating it in air with a substance rich in phlogiston, such as charcoal.

Oxygen Theory

According to this theory, burning and rusting involve an element called oxygen, which is found in the air. The

complete combustion of a piece of wood involves the rapid reaction of the wood with oxygen gas (O2) to produce

carbon dioxide (CO2), which is a nonflammable gas, and water (H20). The rusting of iron involves the slow

reaction of iron with oxygen to produce iron oxides such as Fe203. These iron oxides are known as rust. Heating

rust with charcoal produces iron because the charcoal combines with the oxygen in the rust. In these

transformations, there is a conservation of mass (the total mass of the reactants must equal the total mass of the

products in a chemical reaction). In these reactions matter is neither created nor destroyed, but merely

transformed.

Graphs dont have to be overly

scientific. They can capture

an everyday, relevant

occurence.Short readings provide a

context for the student

navigate and significantly

enrich a question.

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College Readiness

The purpose of the College Readiness Standards is to define the essential skills students need be successful in

entry-level college courses. Sorted into four areas - Math, English, Reading and Science - the standards give adetailed description of particular skills students should be able to perform related to their readiness for post-h

school experiences.

These standards play an important role in the ACT test, given to all juniors as a part of the Prairie State

Achievement Exam. The ACT uses these standards to write test. Colleges also use these standards to structur

the rigor of their entry-level courses. And students receive a report section on their personalized test results th

puts their results in context with the standards.

The standards are sequenced in three ways: Not Meeting Standards, Meeting Standards and Exceeding

Standards.

This illustrates the progression of skills students should be making as they take courses and travel from fresh

year to senior year. The standards are sequenced in three ways: Not Meeting Standards, Meeting Standards a

Exceeding Standards.

This illustrates the progression of skills students should be making as they take courses and travel from fresh

year to senior year.

Within each of the 4 sets of standards, they are divided into domains or areas. These same domains are used b

the ACT in structuring their test.

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English >> Score Range 1619

Topic Development in Terms of Purpose and Focus

continue reading writers of various genres and imitating their work

write longer and more complicated essays, stories, reviews, etc.

state the main theme of or summarize essays they have written

revise essays by eliminating sentences or ideas that violate the essays focus

Organization, Unity, and Coherence

recognize and experiment with more sophisticated organizational structures (e.g., comparison-

contrast, cause-effect)

revise writing to delete illogical conjunctive adverbs

discuss the most logical place to add specific information in a draft essay

discuss the purpose and the importance of the opening paragraph for directing the rest of the

piece

Word Choice in Terms of Style, Tone, Clarity, and Economy

revise writing to make it more concise and precise

discuss and model tone and style

Sentence Structure and Formation

experiment with writing more sophisticated sentences; check to ensure verbs agree with subjects

and modifiers dont dangle

Conventions of Usage

revise sentences to ensure that each verb agrees with its subject when there is some text between

the two

Conventions of Punctuation

use commas to set off parenthetical phrases

Ideas for Progress: EnglishStudents results should influence our practices in the classroom. One of the resources available is what is called

Ideas for Progress. These bulleted lists provide guidance for individual lesson and activities.

Weve included the Ideas for Progress related to a score range of 16-19 as most freshmen and sophomores fall

within this range of ability 1-2 years in advance of the test.

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Mathematics >> Score Range 1619

Basic Operations & Applications

solve routine arithmetic problems that involve rates, proportions, and percents

model and solve problems that contain verbal and symbolic representations of money

do multistep computations with rational numbers

Probability, Statistics, & Data Analysis

interpret data and use appropriate measures of central tendency to find unknown values

find the probability of a simple event in a variety of settings

gather, organize, display, and analyze data in a variety of ways to use in problem solving

conduct simple probability experiments, use a variety of counting techniques (e.g., Venn diagrams, Fundamenta

Counting Principle, organized lists), and represent results from data using different formats

Numbers: Concepts & Properties

apply elementary number concepts, including identifying patterns pictorially and numerically (e.g., triangular

numbers, arithmetic and geometric sequences), ordering numbers, and factoring

recognize, identify, and apply field axioms (e.g., commutative)

Expressions, Equations, & Inequalities

create expressions that model mathematical situations using combinations of symbols and numbers

evaluate algebraic expressions and solve multistep first-degree equations

Graphical Representations

sketch and identify line segments, midpoints, intersections, and vertical and horizontal lines

Properties of Plane Figures describe angles and triangles using mathematical terminology and apply their properties

Measurement

find area and perimeter of a variety of polygons by substituting given values into standard geometric formulas

Functions

evaluate polynomial functions that use function notation

distinguish between range and domain

Ideas for Progress: MathematicsStudents results should influence our practices in the classroom. One of the resources available is what is called




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Reading >> Score Range 1619

Main Ideas and Author's Approach

analyze techniques used by the author of a text to reveal or conceal his or her point of view

Supporting Details

explain in their own words the significance of specific information in written or nonprintsources

distinguish between what is most and least important in a text

Sequential, Comparative, and Cause-Effect Relationships

place events from a literary text in chronological order by locating substantial evidence from the

text

identify similarities and differences between people, objects, events, or ideas, drawing accurate

conclusions

identify interrelationships between and among people, objects, events, or ideas in written or

non-print sources

determine factors that have clearly influenced the outcome of a situation

identify statements in texts that clearly state the cause(s) and effect(s) of specific events

Meanings of Words

clarify the meanings of words or descriptive phrases by searching for clues in the text (e.g.,

sentence structure, context, prefixes/suffixes, spelling patterns)

Generalizations and Conclusions

make accurate generalizations about people and events based on evidence presented in the text

identify inaccurate generalizations (e.g., stereotypes) in written or nonprint sources

identify details in a challenging text that confirm or disprove conclusions drawn by the author

or narrator and by the students themselves or their peers

make reasoned judgments about ideas and events based on evidence from written or nonprint

sources

Ideas for Progress: ReadingStudents results should influence our practices in the classroom. One of the resources available is what is called




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Science >> Score Range 1619

Interpretation of Data

display data gathered in laboratory exercises in a variety of formats (e.g., line graphs, pie charts,

bar graphs)

Scientific Investigation

perform experiments that require more than one step

conduct a simple experiment that makes use of a control group

Evaluation of Experiments, Models, and Assertions

read descriptions of actual experiments (e.g., completed science fair research, simple experiments

from science education journals) and discuss whether the conclusions that were made support or

contradict the hypotheses

formulate hypotheses, predictions, or conclusions based on the results of an experiment

Ideas for Progress: ScienceStudents results should influence our practices in the classroom. One of the resources available is what is called




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ACT English:Match Between College Readiness Standards and Test Questions

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ACT EnglishCollege Readiness Standards

ACTSample Test Question

Word Choice in Terms of Style, Tone, Clarity, andEconomy (WCH), 1619

301. Delete obviously synonymous and wordy material in asentence

Sandra Cisneros, perhaps the best known Latina author inthe United States, writes poems and stories . . .

01.*A. NO CHANGEB. author and writerC. author and novelistD. wordsmith and author

Conventions of Punctuation (COP), 1619

302. Delete commas that disturb the sentence flow (e.g.,between modifier and modified element)

. . . whose titles aloneBarbie-Q, My Lucy Friend WhoSmells Like Corn, Woman Hollering Creekengage

potential readers curiosity.

02.*F. NO CHANGEG. potential, readersH. potential, readersJ. potential readers

Topic Development in Terms of Purpose and Focus(TOD), 2023

402. Determine relevancy when presented with a variety ofsentence-level details

Ironically, this renowned writer, whose books are printed onrecycled paper, did not do well in school.

03. A. NO CHANGEB. writer, who is recognized by her orange and black

eyeglasses,C. writer, who likes to write at night,

*D. writer

Sentence Structure and Formation (SST), 2832

601. Use sentence-combining techniques, effectivelyavoiding problematic comma splices, run-onsentences, and sentence fragments, especially insentences containing compound subjects or verbs

When she lectures at schools and public libraries, Cisneros presents the evidence. An elementary school report cardcontainingCs, Ds, and a solitary B (for conduct).

04. F. NO CHANGE*G. evidence: anH. evidence; anJ. evidence an


401. Recognize and correct marked disturbances ofsentence flow and structure (e.g., participial phrasefragments, missing or incorrect relative pronouns,dangling or misplaced modifiers)

Her persistence paid off in her twenties, when Cisneros wasadmitted prestigious to the Writers Workshop at theUniversity of Iowa.

05. The best placement for the underlined portion wouldbe:

A. where it is now.B. before the word admitted.

*C. before the word Writers.D. before the word Workshop.

Organization, Unity, and Coherence (OUC), 2427

501. Determine the need for conjunctive adverbs orphrases to create subtle logical connections between

sentences (e.g., therefore, however, in addition)

Cisneros soon observed that most of her classmates at theuniversity seemed to have a common set of memories, basedon middle-class childhoods, from which to draw in theirwriting.

06.*F. NO CHANGEG. furthermoreH. neverthelessJ. therefore

Conventions of Punctuation (COP), 2023

402. Delete unnecessary commas when an incorrectreading of the sentence suggests a pause that shouldbe punctuated (e.g., between verb and direct objectclause)

Cisneros felt decided out of place.

07.*A. NO CHANGEB. Cisneros herself,C. Cisneros, herselfD. Cisneros,

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Conventions of Usage (COU), 1619

301. Solve such grammatical problems as whether to use

an adverb or adjective form, how to ensurestraightforward subject-verb and pronoun-antecedentagreement, and which preposition to use in simplecontexts

Cisneros felt decided out of place.

08. F. NO CHANGE

G. deciding*H. decidedlyJ. decidedly and


503. Add a sentence to introduce or conclude the essay orto provide a transition between paragraphs when theessay is fairly straightforward

09. Which of the following true statements, if added here,would best serve as a transition between the challengesCisneros faced as an aspiring writer and her success inmeeting those challenges?

A. She did not know what to do.*B. Then she had a breakthrough.C. At that point she almost went home to Chicago.D. She wondered whether she was in the right field.


401. Recognize and correct marked disturbances ofsentence flow and structure (e.g., participial phrasefragments, missing or incorrect relative pronouns,dangling or misplaced modifiers)

Her voice, which by being one of a Latina living outside themainstream, found a large and attentive audience . . .

10. F. NO CHANGE*G. voicethat of a Latina living outside the

mainstreamH. voice, being one of a Latina living outside the

mainstream, itJ. voicein which it was a Latina living outside the

mainstream


601. Use sentence-combining techniques, effectivelyavoiding problematic comma splices, run-onsentences, and sentence fragments, especially in

sentences containing compound subjects or verbs

. . . found a large and attentive audience in 1984 with thepublication of her first short story collection, The House onMango Street.

11.*A. NO CHANGEB.

1984. WithC. 1984; withD. 1984, with,


201. Use conjunctive adverbs or phrases to show timerelationships in simple narrative essays (e.g., then,this time)

Today, this book is read by middle school, high school, andcollege students across the United States.

12.*F. NO CHANGEG. In the future,H. Meanwhile,J. At the same time,


501. Revise to avoid faulty placement of phrases andfaulty coordination and subordination of clauses in

sentences with subtle structural problems

But having made the argument that, in order for largenumbers of young Latinos to achieve literary success, theeducational system itself must change.

13. A. NO CHANGE*B. she argues that,C. arguing that,D. she argues that, when

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Word Choice in Terms of Style, Tone, Clarity, andEconomy (WCH), 2427

503. Use the word or phrase most appropriate in terms ofthe content of the sentence and tone of the essay

Cisneros hints that she succeeded in spite of the educationalsystem. Im the exception, she insists, not the rule.

14. Which choice best shows that Cisneros is emphaticabout expressing the belief stated in this sentence?

F. NO CHANGEG. saysH. supposes

*J. asserts

Topic Development in Terms of Purpose and Focus(TOD), 2832

601. Apply an awareness of the focus and purpose of afairly involved essay to determine the rhetorical effectand suitability of an existing phrase or sentence, or todetermine the need to delete plausible but irrelevantmaterial

15. The writer is considering deleting the precedingsentence. If the writer decided to delete this sentence,the paragraph would primarily lose a statement that:

A. enhances the subject and the setting.*B. provides support for a point previously made.C. humorously digresses from the main topic of the

paragraph.D.

contradicts Cisneross claim made earlier in theessay.

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ACT Mathematics:Match Between College Readiness Standards and Test Questions

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ACT MathematicsCollege Readiness Standards


Basic Operations & Applications (BOA), 1315

202. Solve problems in one or two steps using whole

numbers

01. Ten boxes of books were delivered to the schoollibrary. There were 50 books in each box, except forthe last box, which contained only 40 books. How

many books did the library receive in this delivery?

A. 050B. 450

*C. 490D. 500E. 540

Expressions, Equations, & Inequalities (XEI), 1315

202. Solve equations in the formx+ a = b, where a and bare whole numbers or decimals

02. What is the solution ofx + 3.4 = 20.91 ?

F. 24.31G. 23.95H. 17.87

*J. 17.51K. 06.15

Probability, Statistics, & Data Analysis (PSD), 1619

304. Perform computations on data from tables andgraphs

03. Anton went to Mexico during summer vacation withhis Spanish class. He recorded the number of pesos hespent each day in a table, as shown below. What wasthe mean number of pesos he spent per day?

A. 100B. 150

*C. 200D. 220E. 300

Expressions, Equations, & Inequalities (XEI), 1619301. Substitute whole numbers for unknown quantities to

evaluate expressions

04.

If a = 10, then which of the following represents8,003 ?

F. 08a + 3G. 80a + 3H. 08a2 + 3

*J. 08a3 + 3K. 08a4 + 3

Probability, Statistics, & Data Analysis (PSD), 2023

403. Determine the probability of a simple event

05. A bag contains 4 red jelly beans, 5 green jelly beans,and 3 white jelly beans. If a jelly bean is selected atrandom from the bag, what is the probability that thejelly bean selected is green?

A. 112

B. 1

5

C. 523

*D. 512

E. 57

The sample test question in the 1315 range is an example of an item answered correctly by 80% of the PLAN examineeswho obtained scores in this score range. A PLAN test question is given because it was not possible, using the 80%criterion, to identify an ACT sample test question for this score range.

July 1 2 3 4 5

Pesos spent 250 100 150 100 400

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404. Perform straightforward word-to-symbol translations

06. An earring manufacturing company has fixed costs of$10,000 per month and production costs of $0.60 foreach pair of earrings it makes. If the company produces

x pairs of earrings in a month, which of the followingexpressions represents the total of the companysmonthly costs?

F. $10,000xG. $10,000 +xH. $10,000x + $0.60

*J. $10,000 + $0.60xK. ($10,000 + $0.60)x


403. Solve routine first-degree equations

07. For what value ofa is x = 3 a solution to the equationx + 3 = ax + 9 ?

A. 1.5B. 1

*C. 1

D. 1.5E. 3

Graphical Representations (GRE), 2023

401. Locate points in the coordinate plane

08. QuadrilateralABCD has vertices (2,1), (4,3), (5,2),and (1,3) in the standard (x,y) coordinate plane.Suppose ABCD is translated 2 units to the left and1 unit down, forming quadrilateral ABCD. Which ofthe following shows the coordinates of the vertices of

ABCD ?

*F. (4,2), (2,4), (3,1), (3,2)G. (3,3), (3,5), (4,0), (2,1)H. (2,2), (4,4), (5,1), (1,2)J. (0,0), (6,2), (7,3), (1,4)K. (4,2), (8,6), (10,4), (2,6)

Graphical Representations (GRE), 2427

502. Determine the slope of a line from points or equations

09. The scales on both axes of the standard (x,y) coordinate plane below are the same. Of the following, which is

the best estimate for the slope of B ?

O x

y

A

B

A. 4

B. 0 34

*C. 0 14

D. 14

E. 4

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Basic Operations & Applications (BOA), 2427

501. Solve multistep arithmetic problems that involve

planning or converting units of measure (e.g., feet persecond to miles per hour)

10. A truck sprang a leak at the bottom of its radiator,which held 480 ounces of fluid when it started to leak,and started losing radiator fluid at a constant rate of

4 ounces per minute. Suppose that the radiatorcontinued to leak at this constant rate and that thetruck, traveling at 35 miles per hour, could continuetraveling at this rate until its radiator was completelyempty. In how many miles would the radiator beempty?

F. 013.7G. 017.5H. 035.0

*J. 070.0K. 120.0

Numbers: Concepts & Properties (NCP), 2427

506. Work problems involving positive integer exponents 11. Fory 0,

8

2

y

y

is equivalent to:

A. 1B. 4C. y3D. y4

*E. y6

Properties of Plane Figures (PPF), 2427

501. Use several angle properties to find an unknownangle measure

12. In ABD below, points D, C, and B are collinear, AD

is perpendicular to DB , and C bisects DAB. Ifthe measure of CBA is 40, what is the measure ofACB ?

A

D C B

*F. 115G. 112.5H. 110J. 107.5K. 105

Measurement (MEA), 2427

501. Compute the area of triangles and rectangles whenone or more additional simple steps are required

13. You have enough material to build a fence 40 meterslong. If you use it all to enclose a square region, howmany square meters will you enclose?

A.160*B. 100

C. 080D. 040E. 020

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Numbers: Concepts & Properties (NCP), 2832

602. Apply number properties involving even/odd numbers

and factors/multiples

14. One neon sign flashes every 6 seconds. Another neonsign flashes every 8 seconds. If they flash together andyou begin counting seconds, how many seconds after

they flash together will they next flash together?

F. 48*G. 24H. 14J. 07K. 02

Functions (FUN), 3336

702. Use trigonometric concepts and basic identities tosolve problems

15. The radio station WEST is erecting a new transmitting

tower that is 280 feet tall. A support wire will be

attached to the ground at point A and to the tower

250 feet up at point B, as shown below. The wire must

be at least as long as AB . Which of the following

expresses the length of B , in feet?

70

250

A

B

A. 250 cos 70

B. 250 sin 70

C. 250 tan 70

D. 250cos 70

*E. 250sin 70

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ACT Reading:Match Between College Readiness Standards and Test Questions

10

ACT ReadingCollege Readiness Standards


Meanings of Words (MOW), 1315

201. Understand the implication of a familiar word or

phrase and of simple descriptive language

01. As it is used in line 12, the word incarnation mostnearly means:

A.import.*B. version.

C. area.D. relationship.

Main Ideas and Authors Approach (MID), 2832

601. Infer the main idea or purpose of more challengingpassages or their paragraphs

602. Summarize events and ideas in virtually any passage

02. The authors primary aim in this passage is to:

F. criticize Canadian and United States managementof public domain lands.

*G. describe traditional commons and explain theeffects of their disappearance.

H. praise the commons movement and explain howthe enclosure movement benefitted from it.

J. persuade members of central governments totighten their control over commonly held land.

Sequential, Comparative, and Cause-EffectRelationships (REL), 2832

603. Understand implied or subtly stated cause-effectrelationships in more challenging passages

03. During the period of enclosure in England, productionand efficiency were increased at the expense of the:

A. landlord class, which had to fence commons land.*B. local communities and their environment.C. profits made by big wool corporations.D. knights and overlords who owned the land.


502. Infer the main idea or purpose of straightforwardparagraphs in more challenging passages

04. According to the passage, what would keep acommoner from overgrazing the commons?

F. A reminder that this could be harmful to thecommunity

G. A realization that profits would eventuallydiminish

H. A belief that no one in the community would do

this*J. A rule listing the limits to the commoners herdsize


603. Understand implied or subtly stated cause-effectrelationships in more challenging passages

05. The passage implies that the number of commons inEurope diminished primarily because of:

A. dissatisfaction on the part of villagers.B. displacement of the population of rural homeless.C. increased production by farmers, villagers, and

tribal members.*D. greed on the part of landowners and corporations.

Meanings of Words (MOW), 3336

701. Determine, even when the language is richlyfigurative and the vocabulary is difficult, theappropriate meaning of context-dependent words,phrases, or statements in virtually any passage

06. As it is used in line 5, the word unadministered mostnearly means not:

F. farmed.

G. crossed.H. given to people.

*J. governed.

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ACT ReadingCollege Readiness Standards



703. Understand implied, subtle, or complex cause-effectrelationships in virtually any passage

07. According to the passage, what happened to change thetraditional commons?

*A.

Landowners fenced off portions of it which werethen used for private purposes.B. The rural homeless population left the land and

moved to the cities to take jobs in industry.C. Knights and overlords began to dictate that the

commons would be used for farming.D. Peasants fenced the lands because they had been

dislodged by big wool corporations.


602. Summarize events and ideas in virtually any passage

08. Which of the following statements best summarizes theauthors view of commons?

F. The commons provided an ideal place where newsettlers could build farms, raise their families, andrun livestock.

G. The commons worked well as an abstract idea, but

in fact its maintenance was a burden on villageeconomies.*H. The commons provided an area where wild plants

and animals could thrive, which benefittedvillagers.

J. The commons tempted villagers to overgraze, andeventually such overgrazing led to the enclosuremovement.


602. Understand the dynamics between people, ideas, andso on in more challenging passages

09. The main difference between todays land in the publicdomain and the traditional commons described in thepassage is that:

A. land in the public domain is locally controlled,while the commons were controlled by a centralgovernment.

B. land in the public domain includes both wild andsemi-wild areas, while the commons included onlyland suitable for farming.

*C. the commons were under the control of a localgovernment, while land in the public domain iscontrolled by a central government.

D. the commons were available for use without limitsor controls, while land in the public domain iscarefully managed to avoid overuse.

Supporting Details (SUP), 2832

601. Locate and interpret minor or subtly stated details inmore challenging passages

10. According to the passage, the commons providednecessities for villagers that local farms could notprovide, such as:

F. cattle, horses, goats, pigs, and sheep.G. fish, game, poultry, and grain.H. bricks, clay pots, spices, and fabrics.

*J. building materials, fish, game, and herbs.

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ACT Science:Match Between College Readiness Standards and Test Questions

12

ACT ScienceCollege Readiness Standards


Interpretation of Data (IOD), 2427

502. Compare or combine data from a complex data

presentation

01. The results of Experiment 2 indicate that, at everyherbicide dose, average plant height was lowest underwhich of the following conditions?

*A. Herbicide A and Soil Type 1B. Herbicide B and Soil Type 1C. Herbicide A and Soil Type 2D. Herbicide B and Soil Type 2

Scientific Investigation (SIN), 2023

403. Identify a control in an experiment

02. Which of the following sets of plants served as thecontrol in Experiment 1 ?

*F. Plants grown in untreated soilG. Plants grown in soil treated with 10 ppm of

Herbicide AH. Plants grown in soil treated with 10 ppm of

Herbicide BJ. Plants grown in soil treated with 100 ppm of

Herbicide A


402. Understand a simple experimental design

03. Which of the following best explains why theherbicides were applied to the soil instead of directlyonto the corn plants?

A. Corn plants are not affected when herbicides areapplied directly on them.

B. Corn plants usually die immediately uponapplication of herbicides.

*C. The experiments were testing how herbicidespresent in the soil affect corn growth.

D. The experiments were testing how soil pH affectscorn growth.

Evaluation of Models, Inferences, and ExperimentalResults (EMI), 2427

501. Select a simple hypothesis, prediction, or conclusionthat is supported by two or more data presentationsor models

04. Assume that a second corn hybrid was grown in soiltreated with varying doses of a third herbicide

(Herbicide C). Based on the results of the experiments,what prediction, if any, about the effect of Herbicide Con the growth of this second corn hybrid can be made?

F. Herbicide C would have no effect on the growth ofthese plants.

G. Herbicide C would interfere with plant growth, butonly at doses above 50 ppm.

H. Herbicide C would interfere with plant growth atlow doses, but have no effect at high doses.

*J. No prediction can be made on the basis of theresults.


603. Extrapolate from data points in a table or graph

05. Another set of corn seeds was planted in Soil Type 1under the same conditions as Experiment 1, except thatthe soil was treated with 150 ppm of Herbicide A.

Based on the results of Experiment 1, one would predict that the approximate average mass of a cornplant after 40 days would be:

*A. less than 5.5 g.B. between 6.0 g and 9.3 g.C. between 9.4 g and 14.1 g.D. greater than 14.1 g.

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601. Determine the hypothesis for an experiment

06. Which of the following best describes the hypothesistested in Experiment 2 ?

F.Growing time affects plant height.*G. Soil type influences herbicide effects.

H. The amount of soil moisture affects herbicidetoxicity.

J. A combination of herbicides has a greater effect onplant growth than do individual herbicides.


403. Translate information into a table, graph, or diagram

07. Which of the following graphs best illustrates therelationship of average plant mass and herbicide dose inExperiment 1 ?

KeyHerbicide AHerbicide B

*A.

herbicide dose (ppm)

averagemassofplants(g

)

C.


averagemassofplants(g

)

B.


averagemassofplants(g) D.


averagemassofplants(g)


402. Compare or combine data from a simple datapresentation (e.g., order or sum data from a table)

08. According to Table 3, Soil Type 2 differs from SoilType 1 in which of the following ways?

F. Soil Type 2 is less acidic than is Soil Type 1.*G. Soil Type 2 has a higher percent organic matter

than does Soil Type 1.H. Soil Type 2 has a higher percent clay content than

does Soil Type 1.J. Soil Type 2 contains higher levels of Herbicides A

and B than does Soil Type 1.


601. Select a complex hypothesis, prediction, orconclusion that is supported by a data presentation ormodel

09. According to Viewpoint 1, an ascending plume ofhot mantle material that originates near a depth of2,900 km would be able to rise:

A. all the way to the bottom of the crust.B. all the way to the surface of Earth.

*C. only to the bottom of the upper mantle.D. only a few km above that depth.

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504. Identify similarities and differences between models

10. Which of the following statements best describes howthe 2 viewpoints are alike?

F.Both are based on the nature of rock samples fromthe deep seafloor.

G. Both agree that material from the lower mantlemixes with the upper mantle.

H. Both agree that the mantle has the same propertiesthroughout its depth.

*J. Both depend to some extent on studies usingseismic waves.


701. Select a complex hypothesis, prediction, orconclusion that is supported by two or more datapresentations or models

11. Which of the following hypotheses provides the bestcompromise between the 2 viewpoints on the currentstructure of the mantle?

A. Convection took place only in the upper mantlewhen Earth was new, but billions of years later, theentire mantle was involved.

B. Convection took place throughout the entire mantlewhen Earth was new, but today, convection islimited to the upper mantle.

C. Mantle convection has ceased and the mantle isnow a layer of uniform temperature and density.

*D. Only the hottest part of the material ascendingfrom the lower mantle rises past the 600 km boundary, so only part of the lower mantle mixeswith the upper mantle.

assesment analysis packet

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