Fairness Consulting for ACT
Join the growing number of educators at the elementary, secondary, and college levels nationwide who are fairness consultants for ACT.
Who Are ACT Fairness Consultants?
ACT's goal in selecting fairness consultants is to find reviewers who will be sensitive to and knowledgeable about the issues of diversity and representation, and who can effectively apply those skills in evaluating the fairness of materials for standardized tests administered at the national and state levels.
ACT's fairness consultants are educators at the elementary, secondary, and postsecondary levels who have made valuable contributions in their respective fields. The pool of fairness consultants is diverse in terms of the consultants' race/ethnicity, gender, and geographic background. Experience working with students of color, students with disabilities, and/or ESL (English as a second language) students is deemed highly desirable.
Current teachers at the secondary and postsecondary levels who are African American, Asian American, Pacific Islander, American Indian, Alaskan Native, or Latino/a can apply to be considered as fairness consultants for the ACT® program.
ACT's Commitment to Fairness
In its test materials and testing practices
It is ACT's goal to accurately assess what students can do with what they know in the content areas covered by ACT's resident testing programs and the numerous K–12 state assessment programs for which ACT develops tests.
If factors other than academic skills and knowledge in these content areas were allowed to intrude, ACT would provide a less accurate picture of what students know and can do and would risk subjecting students to situations in which their performance might be adversely affected by unfair test materials. ACT is therefore committed to fairness both in principle and in the interest of accuracy in all its tests.
ACT endorses the Code of Fair Testing Practices in Education (1988) and the obligations to test takers it imposes on those who develop, administer, and use educational tests and data.
At ACT, the work of ensuring test fairness starts with the design of the test specifications and then continues through every stage of the test development process, including item (question) writing and review, item pretesting, item selection and forms construction, and forms review. ACT makes every effort to see that all the tests are fair to the populations for whom the tests are intended.
Becoming a Fairness Consultant
How to Apply
The first step is to fill out a Consultant Questionnaire, which asks about your educational background, teaching experience, and areas of specialization.
Options for Submission
Option 2 - Mail: Download a printable copy of the consultant questionnaire (PDF) or contact us to request a paper copy. Please provide your name and address and indicate that you want a Consultant Questionnaire. If you choose to mail us your completed Consultant Questionnaire, please send it to:
Unit Tracking (32)
P.O. Box 168
Iowa City, IA 52243
What Happens Next?
Shortly after receiving your completed questionnaire, we will send you a letter of acknowledgment. At that time, we will also ask for a printed copy of your résumé or vitae if you haven't already submitted it (no electronic versions, please).
When the need arises, we will contact you about an available assignment, inform you of the requirements of the work (including deadlines), and provide fee information. Should you agree to the assignment, you will receive a guide describing fairness review procedures and guidelines along with the test materials to review. In addition to written comments to be returned by mail, you may be required to participate in a teleconference with other fairness consultants and ACT staff. Upon successful completion of the review work and safe return of materials to ACT, you will receive payment along with our thanks for your work.
About the Tests
The ACT® tests, typically administered to college-bound eleventh and twelfth graders, are based on and oriented toward the major areas of secondary and postsecondary instructional programs.