The
ACT test makers were a little bit sneaky in my opinion. While the College Board
put out press releases and samples tests before making changes to the SAT, the
ACT folks did not do likewise. Instead, they simply released a new book
(formerly called The Real ACT, and
now titled Official ACT Prep Guide 2016-17*). The new book came out on May 31 without
fanfare, just 10 days prior to the June ACT date. I picked up a copy and can
now see what may have happened on the June test for some students.
It
turns out that ACT turned up the heat on the both the math and science
subtests. While the math test has been evolving for several years, it seems
that we can now expect quite a few questions to be pitched to a level more akin
to the SAT Math Levels I and II Subject tests. The science subtest now requires
the highest scorers to use more content knowledge from high school biology,
chemistry, and physics courses. Students must also use more math skills,
without the aid of a calculator, on the science portion of the ACT.
Math Test Revisions
The math
test now includes greater variety of concepts that we have seen on past tests. We
suspect that soon, the ACT reports will stop listing scores in subcategories
labeled “Pre-Algebra/Elementary, Intermediate
Algebra/Coordinate Geometry, and Plane Geometry/Trigonometry” and start using
the Common Core breakdowns of Number & Quantity, Algebra & Functions,
Geometry, Statistics & Probability. We say this because it appears that the
test questions are more evenly spread across these four areas of Common Core
focus. For example, we noted greater emphasis on Probability & Statistics
on the new sample tests.
We
also note that the test writers are writing questions that cannot be easily
solved with the use of a calculator. For example, in the past students could
use a calculator to multiply matrices. Now, the test items related to matrices
include variables, scalar multiplication, and other matrix operations, making
it more necessary for the student to truly understand what a matrix is and how
to perform operations using matrices.
Science Test Revisions
The science
test now has 6 readings instead of 7, but with more questions per passage. This
may sound like a great deal for students. However, previous versions of the science
subtest contained 1 or 2 questions that required the use of science facts
taught in biology, chemistry, or physics classes. The answers to approximately
38 of 40 questions could be found solely by looking at the charts, graphs, and
text given on the Science subtest itself.
If
the June test (which has not been released to the public) matches what we see
in the new prep materials, it is likely that 1 or 2 questions per passage require the student to rely
on what they have learned in high school science curriculum. This means that potentially
only 28 to 32 of the 40 answers can be answered correctly using the test
content only.
We
also see that some of the science questions required use of math skills. Students are not permitted to use a calculator
on the science test, so they must be able to quickly execute some basic
arithmetic operations either mentally or using good old paper and pencil. For overly-calculator-dependent test takers,
this will add stress at the end of a long ACT day.
While
many of the questions on the science test are more complex than in past years,
the number of questions and time allotted to answer them remains the same. This
means that the test has the added difficulty of managing the clock better.
Reasons for the Revisions
While I can only
speculate, I think the changes are probably meant to spread out the ACT scores
– especially at the top end (in the 30-36 range). Over time, this will be good
for the nation of ACT test-takers.
It also appears
to me that the test is meant to give students an opportunity to demonstrate
knowledge more in alignment with Common Core Standards. Because many States are
seeking a test to assess mastery of high school content, and because so many
have adopted the Common Core Standards, the ACT folks are probably adjusting
their test to meet the need. This helps the States avoid the need to pay
development costs for producing their own tests.
(The
makers of the ACT report that they have revised the test to better reflect the
content students learn at school. Many American classrooms focus on the “Common
Core Standards” -- under that name or under some re-branded name. In Tennessee, for example, the Common Core
Standards name has been removed, but the standards are basically the same thing
under a new, less-controversial name, “Tennessee Academic Standards.” Note that
the textbooks adopted by the Tennessee are often boldly labeled “Common Core Edition.”)
What the Revisions Mean for
Students
The June 2016 ACT
test-takers got caught in the crosshairs of change. The students who took the
June test (especially those who were already close to the top of range), had a
reasonable expectation that they could inch their numbers up by tightening
their skills and strategies for a test that was similar to previous versions.
But with such significant changes in the test and no warning of the need
to prepare differently, even top students’ scores may have remained flat or
even dropped in math and science.
Use newer test
prep materials.
Going
forward, new ACT test-takers students will adapt to the new testing structure
and content. Older versions of the ACT test are still valuable resources as
practice. However, we caution students
not to use the older versions as a gauge for how well they would perform on the
next official ACT test.
All students
need to review the topics listed as “fair game” in Official Act Prep Guide, 1st Edition, Wiley Publishing, May 2016. The ACT test
makers also provide a free test prep booklet called “Preparing for the ACT.”
Improve your
mental math skills
Since
the items – especially those on the last third of the test – are more complex,
students who expect high ACT scores will need to get through the first 40 test
items more rapidly so that they have more time to think through the more
complicated problems. For many students, this will mean that they need to
practice their mental math skills. Many of even the best test-takers struggle
to complete the ACT because they get bogged down by arithmetic. They reach for
the calculator because they think they will improve their speed by doing so. In
truth, the calculator often slows down the student.
So
our advice to you is that when you practice taking ACT tests, see if you can
get through the first half of the test without the aid of a calculator. If you
cannot, then you probably need to work on your basic math facts, as well as
your rounding and estimation skills.
Start preparing
sooner!
We
strongly recommend that students begin preparing for the ACT during the summer
prior to their Junior year. Start by taking a diagnostic ACT. By getting an idea of your strengths and
weaknesses early, we can help you formulate a plan to maximize your official
ACT score.
If you
have already decided upon a test date but would like some tutoring to help
prepare for the test, we recommend that you contact us 2 to 4 months in
advance. Be prepared to meet with the
tutor(s) weekly for at least 6 weeks
prior to the test date.
