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ACT Research Report Series: 1987–1990

1990
90-1 Changes in PEP Test Scores for Students Who Have Tested More Than Once  R. Sawyer & C. J. Welch.
90-2 Project CHOICE: Validity of Interest and Ability Measures for Student Choice of Vocational Program  D. J. Prediger, J. Dale, & W. E. Brandt.
90-3 Generalizing Criterion-related Validity Evidence on Certification Requirements Across Situations and Specialty Areas  M. T. Kane.
90-4 An Investigation of Methods for Improving Estimation of Test Score Distribution  B. A. Hanson.
90-5 A Study of Methods for Estimating Distributions of Test Scores  R. T. Cope & M. J. Kolen.
90-6 Computerized Test Construction Using an Average Growth Approximation of Target Information Functions  R. M. Luecht & T. M. Hirsch.
90-7 Mapping Career Groups on Basic Interest Dimension  W. Mau, K. Swaney, & D. J. Prediger.
90-8 Comparison of Two Logistic Multidimensional Item Response Theory Models (Research Report ONR90-8)   J. A. Spray, T. C. Davey, M. D. Reckase, T. A. Ackerman, & J. E. Carlson.
90-9 Differential Test and Item Performance of Talented Youth and High School Seniors on the ACT  A. E. Doolittle & C. J. Welch.
90-10 Course Placement Practices of American Postsecondary Institutions  T. McNabb.
90-11 Mapping Occupations: A Longitudinal Study Based on Vocational Interests  R. R. Vansickle & D. J. Prediger.
90-12 Congeneric Models and Levine's Linear Equating Procedures  R. L. Brennan.
90-13 An Argument-based Approach to Validation  M. T. Kane.
90-14 Detecting and Correcting for Rater Effects in Performance Assessment  M. R. Raymond & W. M. Houston.
1989
89-1 A Comparison of the Effects of Random Versus Fixed Order of Item Presentation Via the Computer  T. A. Ackerman, J. A. Spray, M. D. Reckase, & J. E. Carlson.
89-2 A Comparison of the Angoff, Beuk, and Hofstee Methods for Setting a Passing Score  J. J. Bowers & R. R. Shindoll.
89-3 Application of Equipercentile Techniques to Test Scale Construction: Scaling and Equating of the ACT ASSET Placement Test Battery  R. T. Cope.
89-4 Validating the Use of ACT Assessment Scores and High School Grades for Remedial Course Placement in College   R. Sawyer.
89-5 Differential Coursework and Grades in High School: Implications for Performance on the ACT Assessment  J. Noble & T. McNabb.
89-6 Gender-based Differential Item Performance in English Usage Items  C. J. Welch & A. E. Doolittle.
89-7 Performance of Three Conditional DIF Statistics in Detecting Differential Item Functioning on Simulated Tests  J. A. Spray.
89-8 Differential Performance on a Direct Measure of Writing Skills for Black and White College Freshmen  C. J. Welch, A. E. Doolittle, & J. McLarty.
89-9 Gender Differences in Performance on a College-Level Achievement Test  A. E. Doolittle & C. J. Welch.
1988
88 Estimating Reading Skill from ACT Assessment Scores  J. Noble.
88-1 Accuracy of Self-Reported High School Courses and Grades of College-Bound Students  R. Sawyer, J. Laing, & W. Houston.
88-2 Comparison of Item Preequating and Random Groups Equating Using IRT and Equipercentile Methods  M. J. Kolen & D. J. Harris.
88-3 Comparison of Loglinear and Logistic Regression Models for Detecting Changes in Proportions  J. A. Spray & J. E. Carlson.
88-4 Central Prediction Systems for Predicting Specific Course Grades  W. Houston & R. Sawyer.
1987
87-1 The Accuracy of Self-Reported High School Course and Grade Information  M. J. Valiga.
87-2 Career Counseling Validity of the ASVAB Job Cluster Scales Used in DISCOVER  D. J. Prediger.
87-3 Relationships Between ACT Test Scores and High School Courses  J. Laing, H. B. Engen, & J. Maxey.
87-4 Determining Minimum Sample Sizes for Estimating Prediction Equations for College Freshman Grade Average  R. Sawyer.
87-5 Effect of Comparability of Examinee Groups on Equating  D. J. Harris.
87-6 Accuracy of Self-Reported Activities and Accomplishments of College-Bound Students  J. Laing, R. Sawyer, & J. P. Noble.
87-7 The Bootstrap and Other Procedures for Examining the Variability of Estimated Variance Components in Testing Contexts  R. L. Brennan, D. J. Harris, & B. A. Hanson.
87-8 Using Collateral Information from Similar Institutions to Predict College Freshman Grade Average  W. M. Houston.
87-9 A General Model for Item Dependency  T. Ackerman & J. A. Spray.
87-10 The Effect of Item Response Dependency on Trait or Ability Dimensionality  J. A. Spray & T. Ackerman.
87-11 Effects of Item Difficulty Heterogeneity on the Estimation of True-Score and Classification Consistency  J. A. Spray & C. J. Welch.
87-12 A Comparison Study of the Unidimensional IRT Estimation of Compensatory and Noncompensatory Multidimensional Item Response Data  T. Ackerman.
87-13 The Use of Unidimensional Item Parameter Estimates of Multidimensional Items in Adaptive Testing  T. Ackerman.
87-14 The Robustness of LOGIST and BILOG IRT Estimation Programs to Violations of Local Independence  T. Ackerman.
87-15 A Comparison of Several Statistical Methods for Examining Allegations of Copying  B. A. Hanson, D. J. Harris, & R. L. Brennan.
87-16 Gender Differences in Performance on Mathematics Achievement Items   A. E. Doolittle.
87-17 The Effect of Item Parameter Estimation Error on Decisions Made Using the Sequential Probability Ratio Test (Research Report ONR87-1)  J. A. Spray & M. D. Reckase.
87-18 A Procedure to Adjust Individual Scores for Construct Invalidity   L. M. Gamache.
87-19 Multidimensional Item Response Theory Estimation: A Computer Program (Research Report ONR87-2)  J. E. Carlson.
87-20 Predicting Grades in Specific College Freshman Courses from ACT Test Scores and Self-Reported High School Grades  J. P. Noble & R. Sawyer.