ACT Research Report Series: 1996–1999

1999
99-1	Measurement Comparability of Paper-and-Pencil and Multimedia Vocational Assessments Jane G. Staples &Darrell Anthony Luzzo.
99-2	Accuracy of Course Placement Validity Statistics Under Various Soft Truncation Conditions Jeff L. Schiel & Jason E. King.
99-3	A Comprehensive Review of Research Evaluating the Effectiveness of DISCOVER in Promoting Career Development Brian J. Taber & Darrell Anthony Luzzo.
99-4	Relationships Between the Noncognitive Characteristics, High School Course Work and Grades, and Test Scores of ACT-Tested Students Julie Noble, Mark Davenport, Jeff Schiel & Mary Pommerich.
99-5	Exploring the Relationship Between Item Exposure Rate and Test Overlap Rate in Computerized Adaptive Testing Shu-Ying Chen, Robert D. Ankenmann & Judith A. Spray.
99-6	High School Academic and Noncognitive Variables Related to the ACT Scores of Racial/Ethnic and Gender Groups Julie Noble, Mark Davenport, Jeff Schiel & Mary Pommerich.
99-7	The Relationship Between the Bock-Aitkin Procedure and the EM Algorithm for IRT Model Estimation Yaowen Hsu, Terry A. Ackerman & Meichu Fan.
99-8	Separate Versus Concurrent Estimation of IRT Item Parameters in the Common Item Equating Design Bradley A. Hanson & Anton A. Beguin.
1998
98-1	Interpreting Differences Between Mean ACT Assessment Scores Jeff Schiel.
98-2	Estimating Conditional Probabilities of Success and Other Course Placement Validity Statistics Under Soft Truncation Jeff Schiel.
98-3	A Comparative Study of Item Exposure Control Methods in Computerized Adaptive Testing Shun-Wen Chang & Bor-Yaun Twu.
98-4	Academic Benefits in High School of an Intensive Summer Program for Academically Talented Seventh Graders Jeff Schiel.
98-5	Estimating Average Domain Scores Mary Pommerich & W. Alan Nicewander.
98-6	The Effectiveness of Circular Equating as a Criterion for Evaluating Equating Tianyou Wang, Bradley A. Hanson, & Deborah J. Harris.
98-7	Score Gains on Retesting With the ACT Assessment Kevin M. Andrews & Robert L. Ziomek.
98-8	ACT Assessment Score Gains of Special-Tested Students Who Tested at Least Twice Robert L. Ziomek & Kevin M. Andrews.
98-9	Basic Structure of Work-Relevant Abilities Dale J. Prediger.
98-10	Simulating Nonmodel-Fitting Responses in a CAT Environment Qing Yi & Michael L. Nering.
1997
97-1	Application of a Polynomial Loglinear Model to Assessing Differential Item Functioning for Common Items in the Common-Item Equating Design Bradley A. Hanson & Zachary S. Feinstein.
97-2	Grade Equivalent and IRT Representations of Growth E. Matthew Schulz & W. Alan Nicewander.
97-3	Reliability Issues With Performance Assessments: A Collection of Papers Deborah J. Harris, et al.
97-4	Realistic Simulation of Item Response Data Tim Davey, Michael L. Nering, & Tony Thompson.
97-5	Unidimensional Approximations for a Computerized Test When the Item Pool and Latent Space are Multidimensional Judith A. Spray, Abdel-fattah A. Abdel-fattah, Chi-Yu Huang, & C. Allen Lau.
97-6	Empirical Bayes Estimates of Parameters from the Logistic Regression Model Walter M. Houston & David J. Woodruff.
97-7	A Study of Modified-Guttman and IRT-Based Level Scoring Procedures for Work Keys Assessments E. Matthew Schulz, Michael J. Kolen, & W. Alan Nicewander.
97-8	Trends in Advanced Mathematics and Science Course Taking and Achievement Among ACT-Tested High School Students: 1987-1996. Gail T. McLure, Anji Sun, & Michael J. Valiga.
1996
96-1	Sampling Variability and Generalizability of Work Keys Listening and Writing Scores Xiaohong Gao.
96-2	An IRT Scale Transformation Method for Parameters Calibrated From Multiple Samples of Subjects Lingjia Zeng.
96-3	Linking Occupational Attribute Preferences to Occupations Dale J. Prediger & Jane G. Staples.
96-4	An Empirical Investigation of the Accuracy of a Step-Up Method for Estimating Test Score Conditional Variances Imelda C. Go & David J. Woodruff.
96-5	Factors Associated With Longitudinal Educational Achievement, as Measured by PLAN and ACT Assessment Scores Jeff Schiel, Mary Pommerich, & Julie Noble.
96-6	Estimation of Item Response Models Using the EM Algorithm for Finite Mixtures David J. Woodruff & Bradley A. Hanson.
96-7	Predicting the College Grade Point Averages of Special-Tested Students from Their ACT Assessment Scores and High School Grades Robert L. Ziomek & Kevin M. Andrews.
96-8	Differential Prediction/Impact in Course Placement for Ethnic and Gender Groups Julie Noble, Jill Crouse, & Matt Schulz.
96-9	Student Effort and Performance on a Measure of Postsecondary Educational Development Jeff Schiel.