We want to clear up some market confusion as it pertains to superscoring. In the past, ACT has discouraged the use of superscoring as there were concerns that superscoring may overstate some students' abilities in testing terminology, to "capitalize on positive measurement error". To test that hypothesis, ACT recently conducted a study on the validity and fairness of different scoring methods. Contrary to our expectations, the results showed that superscores were just as predictive actually slightly more predictive of first-year grades as other scoring methods recent, average, highest administration.
Moreover, superscoring resulted in the least amount of differential prediction associated with the number of times a student tests. Interestingly, we found that first-year grades for students who tested more often was underpredicted even when prediction models were based on superscores.
And this prediction error was minimized when superscores were used as compared to the other scoring methods. However, the results of the study suggested exactly the opposite. Why is this the case? One hypothesis is that superscores and number of retesting occasions reflect not only academic preparation but also a motivational component.
Specifically, the student who is willing to forgo multiple Saturdays to sit for a multiple-hour test with the hope of maybe increasing his score is also the student who is likely to ask questions in his college courses, visit his professor during office hours, and take advantage of any extra credit opportunities to ensure the best possible grade. An overview of this study is provided in the Higher Education Research Digest Based on this research, ACT supports the use of superscoring in making college admissions decisions.
The NCAA uses the maximum sum of test scores, essentially a variant on the combined highest composite score, as part of the determination of whether students meet the association's initial-eligibility standards. Students who have taken additional relevant coursework since they last tested may wish to retest, since they have reason to suppose they will do better next time.
Students who believe their previous scores do not accurately reflect their achievement may also wish to retest. If, for example, they were ill or otherwise indisposed when tested, or if they were unfamiliar with testing procedures, it is reasonable to expect that they may do better on retesting.
In a recent study, subgroup differences are largely unaffected by the two scoring policies examined in the current study— most recent versus superscoring.
Also contributing to the finding of small to no differences based on superscoring is the relatively low frequency less than half of students of retesting overall and retesting more than once. The results also suggest that the slight increases in unstandardized differences and standardized differences can be attributed to differences in retest rates among subgroups. Analyses controlling for the number of times a student retests indicated that subgroup differences were more likely to decrease rather than increase when superscoring was applied.
ACT has been examining the validity and fairness of different scoring practices over the last several years. Contrary to expectations, the results showed that scores based on the superscoring method referred to as superscores were just as predictive actually, slightly more predictive of first-year grades as compared to other scoring methods recent, average, highest.
Use the unsubscribe link in those emails to opt out at any time. Students will be allowed to retake individual subject tests, instead of sitting for the entire four-part exam again, as was required in the past. The Lens contacted a handful of high schools about the new ACT system. KIPP New Orleans Schools, the largest charter operator in the city , agreed to help explain the changes and how they may affect students. The changes will allow students to retake portion they want to improve.
Not only can students combine their best scores, but, Bostock said, should a student only need to improve on one subject, they can just retake that single subject exam. The New York Times reported ACT officials said they would charge less for the individual section retests but have not yet advertised a price.
KIPP runs seven schools at eight sites in New Orleans, including two high schools that have student populations of 88 percent and 92 percent considered economically disadvantaged. Statewide, that number is The ACT has become more ingrained in Louisiana high schools since when the state started requiring all juniors to take it.
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