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.