Introduction
Educational institutions apply the ACT, also known as the American College Testing, as a standardized examination in their admissions process for all applicants. Colleges use the ACT through two distinct approaches. One purpose is to assess overall academic proficiency and compare students within their respective candidate pools. Because it is standardized, the ACT allows analysis of test scores across students nationwide (ACT, n.d.).
The lack of standardization in GPA makes it difficult for admissions officers to make direct comparisons. However, they can readily assess and compare individual students’ ACT performance. The ACT, like the SAT, is the sole standardized test admissions offices use to evaluate and compare candidates from diverse institutions and educational backgrounds nationwide. Although ACT scores may serve as a valuable indicator of academic ability and provide a fair and transparent standard for college admissions, the results of this test should not be the sole factor in admission decisions.
Validity of the ACT as a Predictor
Advocates contend that ACT scores provide an impartial assessment of a student’s scholarly aptitude and likelihood of achieving success in further education. They believe that high results indicate robust proficiency in fundamental disciplines such as English, mathematics, reading, and science. Various applications of the ACT Assessment prioritize distinct ranges within its 1-36 scoring system. Colleges mostly use it to select applicants and place them in appropriate courses, with a focus on the middle and upper ranges of its scoring system. These applications have undergone thorough validation (ACT, n.d.).
School districts and state education agencies may more widely use the ACT score scale to evaluate high school performance and assess high school students. Significant differentiations in ACT math scores were seen until a score of 11, while the ACT reading score difference was evident until a score of 7 (Cho et al., 2020). In addition, proponents argue that standardized assessments such as the ACT equalize the opportunities for students with diverse educational backgrounds by offering a shared criterion to assess their aptitudes.
The ACT scores of students provide college admission authorities with insight into whether their CGPA and transcripts accurately reflect their academic abilities. For example, if a student has a high GPA but a low ACT score, it may indicate that the GPA was artificially boosted. The student may be at risk of being rejected by their desired college. It is worth mentioning that, in certain situations, a high ACT score might offset a poor GPA (ACT, n.d.).
Colleges utilize ACT scores not just as a convenient method to compare individuals within their candidate sample, but also as a means of assessing a student’s proficiency in various academic disciplines. For instance, a score of 32 on the ACT math test might indicate to institutions that a student possesses the necessary skills to handle the advanced mathematics coursework in their undergraduate program (ACT, n.d.). Conversely, a score of 21 may suggest that a student lacks the required ability in this subject. ACT test scores provide institutions with a comprehensive assessment of a student’s academic abilities, enabling them to determine the student’s potential for success at their institution.
An overemphasis on ACT scores neglects to account for additional crucial qualities and characteristics that impact a student’s probability of succeeding in tertiary education. They state that intelligence is too complex and multifaceted to be reduced to a singular numerical value or examination outcome. Rather, it encompasses a spectrum of capabilities that surpass the capabilities that can be measured through standardized assessments (Cho et al., 2020). Hence, the correlation between scores on college admission examinations and college grades is due to their predictive validity. The most apparent possibility is the concept of global intelligence g.
Nevertheless, in line with previous research, one of the studies revealed that ACT scores remained a significant predictor of academic achievement, even when accounting for the influence of an independent assessment of g (Burgoyne et al., 2023). Regrettably, a few years ago, one of the scientists unintentionally disregarded this point and proposed that the validity of the SAT might be explained by g indicator (Burgoyne et al., 2023). The scores obtained on college admission examinations have a strong positive correlation with g (Burgoyne et al., 2023). However, it is possible that g alone does not account for the observed predictive validity of these tests.
Conclusion
Overall, ACT scores can provide a valuable assessment of academic success and serve as an equitable and transparent factor in college admissions; however, they should not be the sole determinant. ACT scores provide an impartial evaluation of a student’s cognitive ability, while some argue that they fail to consider important non-cognitive factors that are essential for success in college. Upon careful examination of the evidence, it becomes apparent that relying only on ACT scores as the sole determinant of college admission is both unfair and inefficient.
The ACT primarily assesses students based on their comprehension of specific disciplines, such as mathematics. Hence, it greatly facilitates the identification of suitable psychological candidates and should be included in current admission procedures. The ACT is a comprehensive evaluation that assesses cognitive abilities, knowledge, and reading comprehension, collectively predicting academic achievement. However, including specific variables can improve its predictive accuracy.
References
ACT. (n.d.). What the ACT measures?
Burgoyne, A. P., Stec, K. M., Fenn, K. M., & Hambrick, D. Z. (2023). The ACT Predicts academic performance—but why? Journal of Intelligence, 11(1).
Cho, Y., Steedle, J., Woodruff, D., & Colton, D. (2020). The validity of low ACT scores. In ACT Research & Policy | Technical Brief.