<p>@SammyxB What exactly are the format changes? Can the ACT just magically change the format without announcement? This is all very confusing.</p>
<p>They can do whatever they want ,really.But we are given a heads up if so.</p>
<p>You should go to the ACT website where they have annoucement.</p>
<p>Or…if this helps:(Posting several things)</p>
<p>"THE ACT IS GOING ONLINE!</p>
<p>Starting as early as the spring of 2015, students will have the option of taking a computerized version of the ACT, instead of the traditional paper-and-pencil version of the test. Jon Erickson, the president of ACT’s education division, told the Associated Press recently about the move towards digital delivery, indicating that students will still have the option of choosing the paper-and-pencil version of the test. “We don’t want to measure a student’s computer skills or fears. The most important part will be measuring their learning in school and college readiness standards,” Erickson said.</p>
<p>Few details concerning the computerized version of the ACT have been released. Erickson did indicate that the computerized version of the test will consist of subtests matching those currently on the ACT.
“As long as students have the option of taking the paper-and-pencil version of the test it is likely that the two versions will be identical with respect to test content and question format,” says Dr. Stephen Harris, Director of Curriculum Development for ETC. “Colleges will have to compare the scores of students who take the test on different platforms, and so in order to ensure that the test is platform-neutral and doesn’t intrinsically favor one set of test takers over the other, the tests would have to be very similar.”</p>
<p>One important difference between the two versions of the test involves the reporting of scores – those who take the computer-based test will learn their scores immediately upon completing the test, while those who take the paper-and-pencil version will have to wait several weeks to receive their scores.</p>
<p>WHAT DOES THIS MEAN FOR TEST TAKERS?</p>
<h2>For now, not much. The computerized version of the exam is currently expected to be released in 2015, at the earliest. Students should plan to continue preparing for the ACT without consideration for the change. As previously mentioned, it doesn’t appear that the exam content or format will undergo significant changes at this time."</h2>
<p>Evolving ACT
June 6, 2014
By
Scott Jaschik
ACT is today unveiling a series of changes – most involving the addition of new scores – to its college admissions test.
The changes to the test itself are relatively minor, such that ACT officials predict that a student taking the exam this year (under the current system) and next year (under the new one) might not notice the difference during the test itself. But the score report will have a series of additions to the 1-36 scores students now receive for each section (English, mathematics, reading and science) and as a composite score of those four.
The new scores will include:
A STEM score based on students’ scores on the math and science sections.
An English language score based on students’ scores on English, reading and writing.
A “progress toward career readiness” score that will be based on students’ demonstrated knowledge in areas that could set them up for success in the work place.
A “text complexity progress indicator” that will be based on all of the writing passages (not just in the reading section).
New scores on the optional writing test (on which students currently receive an overall score) so they will receive separate additional scores on ideas and analysis, development and support, organization, and language use.
Among the tweaks to the test itself:
Probability and statistics may see a very slight increase in the mathematics section (from 3 questions to 4 out of 60).
Some of the reading comprehension questions – to date based on single passages – will be based on comparing or drawing information from two separate passages.
The changes being announced come three months after the College Board announced a major overhaul of the SAT, which historically led the ACT in market share for college admissions testing, but has lost that position to ACT in recent years. ACT officials said their announcement was not a response to the College Board, and they have credibility in saying so, given that the company announced plans to head in this direction in 2009 and has spent years doing pilots of different scoring and testing ideas. College Board officials declined to comment on the changes announced by ACT.
ACT officials said that they viewed students as the primary beneficiaries of the new information that will be generated (although they stressed colleges could benefit as well). The new scores should allow a high school student (particularly one with some time left in high school) to identify weak spots in preparation and to improve. In other cases, students might be surprised to find out that they are doing so well in areas (such as STEM) that they may want to consider college study in STEM disciplines – or a career.
Paul Weeks, vice president of customer engagement at ACT, said that “we’re trying to bring this back to a student focus, to sharing scores that would make a student understand relative strengths and weaknesses.”
He also said that scores were directly related to skills students need in college (such as reading complicated texts) that cross over the ACT’s historic subject categories.
Asked if students and their families or high school counselors would spend time analyzing all the scores, Weeks said that he thought many would immediately welcome the information, which shows that students are more than any one single score.
He acknowledged that some people “unfortunately will only look at the composite scores.” But he said that ACT was gearing up to help educate students, counselors, admissions officers and others about the additional information they could gain. “Time will tell,” he said, “but we’ll do our best to show the potential.”</p>
<h2>Read more: <a href=“ACT unveils changes in reporting and some parts of its test”>ACT unveils changes in reporting and some parts of its test; </h2>
<p>@SammyxB I am so happy that this year is the last year I have to take the ACT. While the new test score reports do seem a bit helpful in regards to knowing what you really need to work on, I know I would be one of the many students who would probably have a lot of “low scores” and end up being hurt in the college application process because of them. Esepcially the STEM report one. x_x</p>
<p>Lol I would like the STEM report since I plan to pursue a degree/major in engineering.</p>
<p>Lol I took it early and hope to do good so that when senior year comes, I dont have to stress about scores.</p>
<p>It’s odd for me ,though. Despite my love for math and science and my affinity for it I consistently score low on those sections on the ACT, but acing the reading & english parts. Not sure why that is.</p>
<p>I don’t know how I did.I hope for a good score.</p>
<p>@Ctesiphon I am the same way. On my Math and Science I always get 19-24, but on my English and Reading I always get 26-29.</p>
<p>Im alot better in Math and Science, I also want to pursue engineering… STEM would really help</p>
<p>Does anyone know what the difference is between forms of the ACT given on the same test date? It seems like all of us had the same questions. Or is it possible different forms just have slight modifications?</p>
<p>when the say 2015 they mean like from the January test and on right… I’m the class of 2015 so I only have sep and October left so those changes won’t affect me right? I can study the normal formats from books and practice those for sep and October right </p>
<p>Guys in the math section, with the vertices of the square, what did U guys put?</p>
<p>I vaguely remember that question, what was it exactly asking again?</p>
<p>It gave three coordinates and asked for the third that would make it a square</p>
<p>@Indiangurl It was like 2.5, 2.5. </p>
<p>Oh. I’m not sure what I put now. How did you figure it out?
And the one about the two lines intersecting at some point?
And also, how much it would cost with twice as many cabinets, and the one about how p would change?
Sorry guys I have so many questions </p>
<p>was that where one line was in the II and III quadrants and the other line was just x = 0? The only answer that made sense was for the x to be a negative, and there was only one answer with a negative x… so I chose that.</p>
<p>Idk lol I just pu tlike 2.5 or 3.5 idk </p>
<p>@KenDey I have no idea what you’re talking about. We prob have diff tests. </p>
<p>The was a question on the last reading passage about what was on top of the mountain. I did not have time to find that, what was it?</p>
<p>@KenDey It was skeletal animal remains. :)</p>