| Title: |
Measurement Invariance of an Essential Skills Assessment for Students with and without ACT Testing Accommodations. Technical Brief. R2434 |
| Language: |
English |
| Authors: |
Yao Sun; Jill McVey; Cristina Anguiano-Carrasco; ACT Education Corp. |
| Source: |
ACT Education Corp. 2025. |
| Availability: |
ACT Education Corp. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org |
| Peer Reviewed: |
N |
| Page Count: |
8 |
| Publication Date: |
2025 |
| Document Type: |
Reports - Research |
| Education Level: |
High Schools; Secondary Education; Higher Education; Postsecondary Education |
| Descriptors: |
High School Students; Students with Disabilities; Testing Accommodations; Measurement; College Entrance Examinations |
| Assessment and Survey Identifiers: |
ACT Assessment |
| Abstract: |
Accurate and equitable assessments are key for making valid comparisons and understanding the impact of essential skills interventions across diverse student populations, including students with disabilities. Measurement invariance, or whether an assessment measures the same construct in the same manner across different groups, is crucial for fairness in educational evaluations and for preventing biased conclusions. In this study, we explored the invariance properties of a high school essential skills assessment among high school students with and without disabilities. Configural and metric invariance was achieved, while only partial scalar invariance fit the data. Results indicated ways to improve the assessment moving forward. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
ED677888 |
| Database: |
ERIC |