2024
l
2025
Preparing for
the A C T
®
Test
What’s Inside
y
How to Score the Multiple-Choice Tests
y
Reviewing Your Performance on the Multiple-
Choice Tests
y
Scoring Keys
y
How to Score the Writing Test
www.actstudent.org
Special Testing
Scoring Keys
*011STK250*
©2024 by ACT Education Corp. All rights reserved. Page 2 of 12 JA09003.CJ15295
How to Score the
Multiple-Choice Tests
Follow the instructions below and on the
following pages to score your practice multiple-
choice tests and review your performance.
Raw Scores
The number of questions you answered
correctly on each test section is a raw score.
Because there are many forms of the ACT, each
with different questions, the difculty level
varies between the forms. A raw score of 35 on
one form of the mathematics test section, for
example, may be about as difcult to earn as
a raw score of 37 on another form of that test
section.
Computing raw scores: To compute your raw
scores, check your answers with the scoring
information in the scoring keys and conversion
table, starting on the next page and do the
following:
1. Mark a one (1) in the blank for each question
answered correctly.
2. Count the number of correct answers
for each of the four multiple-choice test
sections.
3. Add up the total number correct for each
category and test section and capture it as
directed beneath its scoring key.
These numbers are your raw scores on the
individual multiple-choice test sections. The
highest raw score for a given test section is
the number of questions included on that test
section:
• English: 75
• Mathematics: 60
• Reading: 40
• Science: 40
Note: Raw scores are also provided as part
of the Summary Report for each test section
taken online in TestNav.
English Test 1 Section
English Scoring Key (for Form 2176CPRE)
English Reporting Categories
(Capture raw scores/correct answers.)
Production of Writing (POW) = of 23
Knowledge of Language (KLA) = of 12
Conventions of Standard English (CSE) = of 40
Total English (POW + KLA + CSE) = of 75
English
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
1 C CSE
2 D P O W
3 A KLA
4 A P O W
5 C KLA
6 D CSE
7 B KLA
8 B P O W
9 A CSE
10 D P O W
11 B CSE
12 D CSE
13 C CSE
14 A P O W
15 C P O W
16 A CSE
17 D KLA
18 D CSE
19 C CSE
20 D KLA
21 B P O W
22 D CSE
23 D CSE
24 D CSE
25 B P O W
26 C P O W
27 B CSE
28 C P O W
29 A P O W
©2024 by ACT Education Corp. All rights reserved. Page 3 of 12 JA09003.CJ15295
English
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
30 C CSE
31 A
CSE
32 B
CSE
33 A
KLA
34 D
CSE
35 A
CSE
36 C
KLA
37 D
CSE
38 B P O W
39 C P O W
40 A CSE
41 C CSE
42 D CSE
43 B P O W
44 B P O W
45 C P O W
46 D CSE
47 A CSE
48 B CSE
49 A CSE
50 C CSE
51 C P O W
52 C P O W
53 D CSE
54 D KLA
55 A CSE
56 D P O W
57 D CSE
58 B CSE
59 A KLA
60 B P O W
61 C CSE
62 D KLA
63 B CSE
64 B KLA
65 D CSE
66 B P O W
English
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
67 A CSE
68 B
CSE
69 C
P O W
70 B
CSE
71 A
CSE
72 D
P O W
73 A
CSE
74 B
CSE
75 A KLA
Mathematics Test 2 Section
Mathematics Scoring Key (for Form
2176CPRE)
Mathematics Reporting Categories
(Capture raw scores/correct answers.)
Preparing for Higher Math (PHM) = of 35
(A + F + G + N + S)
A = Algebra
F = Functions
G = Geometry
N = Number & Quantity
S = Statistics & Probability
Integrating Essential Skills (IES) = of 25
Modeling (MDL) = of 24
Total Mathematics (PHM + IES) = of 60
Note: Do not include MDL in Total Mathematics
raw score.
Math
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
1 E IES, MDL
2 D PHM-A
3 B IES
4 B IES
5 C PHM-A
6 A IES, MDL
7 B PHM-F, MDL
8 C PHM-F, MDL
9 D PHM-G
10 B PHM-B, MDL
©2024 by ACT Education Corp. All rights reserved. Page 4 of 12 JA09003.CJ15295
Math
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
11 B PHM-S, MDL
12 B
PHM-G, MDL
13 D
IES, MDL
14 D
IES, MDL
15 A
PHM-A
16 E
PHM-A
17 D
PHM-G
18 D
PHM-N
19 A PHM-G, MDL
20 A PHM-S
21 E IES
22 B PHM-G
23 E PHM-F
24 C IES
25 D IES
26 B IES, MDL
27 E IES
28 C IES, MDL
29 C IES, MDL
30 C PHM-S
31 B PHM-N, MDL
32 E IES
33 D IES, MDL
34 A PHM-G
35 E IES, MDL
36 D IES
37 C PHM-S, MDL
38 A PHM-S, MDL
39 D PHM-N
40 E PHM-G
41 A PHM-A
42 D PHM-F
43 D IES
44 B PHM-A, MDL
45 E PHM-A
46 A IES, MDL
47 D PHM-S, MDL
Math
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
48 B IES
49 D
PHM-F
50 E
PHM-F
51 D
IES, MDL
52 E
IES
53 A
PHM-F
54 B
IES
55 B
PHM-N
56 E PHM-A
57 D IES
58 E PHM-F
59 B PHM-G, MDL
60 A IES, MDL
Reading Test 3 Section
Reading Scoring Key (for Form 2176CPRE)
Reading Reporting Categories
(Capture raw scores/correct answers.)
Key Ideas & Details (KID) = of 23
Craft & Structure (CS) = of 12
Integration of Knowledge & Ideas (IKI) = of 5
Total Reading (KID + CS + IKI) = of 40
Reading
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
1 D CS
2 A K I D
3 C CS
4 D CS
5 D IKI
6 D K I D
7 B K I D
8 C IKI
9 B IKI
10 A IKI
11 D CS
12 A K I D
13 B K I D
©2024 by ACT Education Corp. All rights reserved. Page 5 of 12 JA09003.CJ15295
Reading
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
14 B K I D
15 D
CS
16 B
K I D
17 C
K I D
18 C
K I D
19 B
K I D
20 D
CS
21 B
CS
22 A K I D
23 C CS
24 D CS
25 A IKI
26 D K I D
27 B K I D
28 B K I D
29 C K I D
30 A CS
31 C CS
32 B K I D
33 A K I D
34 D K I D
35 C K I D
36 A K I D
37 D K I D
38 B CS
39 C K I D
40 B K I D
Science Test 4 Section
Science Scoring Key (for Form 2176CPRE)
Science Reporting Categories
(Capture raw scores/correct answers.)
Interpretation of Data (IOD) = of 18
Scientic Investigation (SIN)= of 12
Evaluation of Models, Inferences & Experimental
Results (EMI) = of 10
Total Science (IOD + SIN + EMI) = of 40
Science
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
1 D EMI
2 C EMI
3 B EMI
4 B EMI
5 B EMI
6 A EMI
7 C EMI
8 D S I N
9 C S I N
10 D IOD
11 B S I N
12 A IOD
13 B S I N
14 C S I N
15 B IOD
16 B IOD
17 A IOD
18 C IOD
19 D IOD
20 D IOD
21 A IOD
22 B IOD
23 C S I N
24 D IOD
25 B S I N
26 D S I N
27 A EMI
28 A IOD
©2024 by ACT Education Corp. All rights reserved. Page 6 of 12 JA09003.CJ15295
Science
Number
Correct
Answer
Correct
(Mark 1)
Reporting
Categories
29 B IOD
30 B
EMI
31 C
IOD
32 D
IOD
33 B
IOD
34 B
IOD
35 D
S I N
36 C
S I N
37 C EMI
38 D S I N
39 B IOD
40 D S I N
Scale Scores
To adjust for the small differences among
different forms of the ACT test, raw scores are
converted into scale scores. Scale scores appear
on reports sent to your school.
When your raw scores are converted into scale
scores, it becomes possible to compare your
scores with those of examinees who took different
test forms. For example, a scale score of 26 on the
mathematics test section has the same meaning
for any form of the ACT.
Converting Raw Scores to Scale Scores
Each ACT test section generates a single scale
score between 1–36. Use the Conversion of Raw
Scores to Scale Scores table to convert your raw
scores to scale scores. For each test section:
1. Locate your raw score, or the range of raw
scores that includes it, in the conversion table.
2. Locate the cell in the Scale Score column of
the row that corresponds to that raw score to
identify the scale score for that test.
3. As you determine your scale scores, enter
them in the blanks below.
Test section scale scores:
English =
Mathematics =
Reading =
Science =
Calculating a Composite Score
An ACT test generates a single Composite score of
1–36. Compute the Composite score by averaging
the four scale scores. To do this:
1. Add your four scale scores. Enter this sum of
scores in the blank below.
2. Divide the sum by 4. If the resulting number
ends in a fraction, round it to the nearest
whole number. (Round down any fraction less
than one-half, except for averages lower than
one; round up any fraction that is one-half or
more and/or less than one.)
3. Enter this number in the blank below. This is
your Composite score.
Composite of scale scores:
Sum of scores =
Composite score (sum ÷ 4) =
Note: If you left a test section completely blank
and marked no items, do not list a scale score for
that section and do not calculate a Composite
score.
To calculate your writing score, use The ACT
Writing Test Scoring Rubric on page 72.
©2024 by ACT Education Corp. All rights reserved. Page 7 of 12 JA09003.CJ15295
Conversion of Raw Scores to Scale Scores (for Form 2176CPRE)
Scale Score
Raw Score
Test 1: English
Raw Score
Test 2:
Mathematics
Raw Score
Test 3: Reading
Raw Score
Test 4: Science
36 72–75 58–60 39–40 38–40
35 70–71 56–57 38 37
34 68–69 54–55 37 36
33 67 53 35–36 35
32 66 51–52 34 34
31 65 49–50 33 —
30 64 48 — 33
29 62–63 46–47 32 32
28 61 44–45 31 31
27 60 41–43 30 —
26 58–59 39–40 29 30
25 56–57 37–38 28 28–29
24 53–55 35–36 27 26–27
23 51–52 33–34 26 25
22 48–50 31–32 24–25 23–24
21 45–47 30 23 22
20 42–44 28–29 21–22 20–21
19 40–41 26–27 20 19
18 38–39 24–25 19 17–18
17 36–37 21–23 17–18 15–16
16 33–35 17–20 16 13–14
15 30–32 13–16 14–15 12
14 27–29 10–12 12–13 11
13 25–26 8–9 11 10
12 23–24 6–7 9–10 9
11 19–22 5 7–8 8
10 16–18 4 6 7
9 13–15 — 5 6
8 11–12 3 — 5
7 9–10 — 4 4
6 7–8 2 3 3
5 6 — — —
4 4–5 1 2 2
3 3 — — 1
2 2 — 1 —
1 0–1 0 0 0
©2024 by ACT Education Corp. All rights reserved. Page 8 of 12 JA09003.CJ15295
Scoring the Practice
Writing Test
It’s difcult to be objective about your own
work. However, it’s to your advantage to read
your own writing critically, as doing so can help
you grow as a writer and as a reader. It may
also be helpful for you to give your practice
essay to another reader, such as a classmate,
parent, or teacher. To rate your essay, you and
your reader(s) should review the guidelines
and sample essays at http://www.actstudent.
org and then use The ACT Writing Test Scoring
Rubric, starting on the next page to assign your
practice essay a score of 1 (low) through 6 (high)
in each of the four writing domains (Ideas &
Analysis, Development & Support, Organization,
and Language Use).
Scoring Rubric
The rubric presents the standards by which
your essay will be evaluated. Readers will use
this rubric to assign your essay four unique
scores, one per writing domain. These are the
six possible rubric scores:
Score 6: Responses demonstrate effective skill
in writing an argumentative essay.
Score 5: Responses demonstrate well-
developed skill in writing an argumentative
essay.
Score 4: Responses demonstrate adequate skill
in writing an argumentative essay.
Score 3: Responses demonstrate some
developing skill in writing an argumentative
essay.
Score 2: Responses demonstrate weak or
inconsistent skill in writing an argumentative
essay.
Score 1: Responses demonstrate little or no skill
in writing an argumentative essay.
Because each domain receives its own score,
the four scores you assign need not be
identical. For example, you may nd that your
essay exhibits stronger skill in organization
than in the development of ideas. In this case,
you may determine that your essay should
receive a higher score in Organization than in
Development & Support.
Calculating Your Writing Score
The writing test section generates a single
score of 2–12. Complete these steps to calculate
your writing score:
1. Determine which score (range 1–6) in each
of the four domains best describes the
features of your writing.
2. Multiply each rubric score by 2 to get a score
for each domain (range 2–12).
3. Add your four domain scores. Enter this
sum of domain scores in the blank below
(range 8–48).
4. Divide the sum by 4. If the resulting number
ends in a fraction, round it to the nearest
whole number. (Round down any fraction
less than one-half; round up any fraction
that is one-half or more.)
Writing test rubric and domain scores:
Ideas & Analysis = x 2 =
Development & Support = x 2 =
Organization = x 2 =
Language Use = x 2 =
Sum of domain scores =
Writing subject score (sum ÷ 4) =
©2024 by ACT Education Corp. All rights reserved. Page 9 of 12 JA09003.CJ15295
The ACT Writing Test Scoring Rubric
Ideas & Analysis Domain
Rubric Score Ideas & Analysis Scoring Standards
6
The writer generates an argument that critically engages with multiple perspectives
on the given issue. The argument’s thesis reects nuance and precision in thought
and purpose. The argument establishes and employs an insightful context for
analysis of the issue and its perspectives. The analysis examines implications,
complexities, tensions, and/or underlying values and assumptions.
5
The writer generates an argument that productively engages with multiple
perspectives on the given issue. The argument’s thesis reects precision in thought
and purpose. The argument establishes and employs a thoughtful context for
analysis of the issue and its perspectives. The analysis addresses implications,
complexities, tensions and/or underlying values and assumptions.
4
The writer generates an argument that engages with multiple perspectives on
the given issue. The argument’s thesis reects clarity in thought and purpose. The
argument establishes and employs a relevant context for analysis of the issue and
its perspectives. The analysis recognizes implications, complexities, tensions, and/or
underlying values and assumptions.
3
The writer generates an argument that responds to multiple perspectives on the
given issue. The argument’s thesis reects some clarity in thought and purpose. The
argument establishes a limited or tangential context for analysis of the issue and its
perspectives. Analysis is simplistic or somewhat unclear.
2
The writer generates an argument that weakly responds to multiple perspectives on
the given issue. The argument’s thesis, if evident, reects little clarity in thought and
purpose. Attempts at analysis are incomplete, largely irrelevant, or consist primarily
of restatement of the issue and its perspectives.
1
The writer fails to generate an argument that responds intelligibly to the task. The
writer’s intentions are difcult to discern. Attempts at analysis are unclear or irrelevant
Development & Support Domain
Rubric Score Development & Support Scoring Standards
6
Development of ideas and support for claims deepen insight and broaden context.
An integrated line of skillful reasoning and illustration effectively conveys the
signicance of the argument. Qualications and complications enrich and bolster
ideas and analysis.
5
Development of ideas and support for claims deepen understanding. A mostly
integrated line of purposeful reasoning and illustration capably conveys the signicance
of the argument. Qualications and complications enrich ideas and analysis.
4
Development of ideas and support for claims clarify meaning and purpose. Lines of
clear reasoning and illustration adequately convey the signicance of the argument.
Qualications and complications extend ideas and analysis.
3
Development of ideas and support for claims are mostly relevant but are overly
general or simplistic. Reasoning and illustration largely clarify the argument but may
be somewhat repetitious or imprecise.
2
Development of ideas and support for claims are weak, confused, or disjointed.
Reasoning and illustration are inadequate, illogical, or circular, and fail to fully clarify
the argument.
1
Ideas lack development and claims lack support. Reasoning and illustration are
unclear, incoherent, or largely absent.
©2024 by ACT Education Corp. All rights reserved. Page 10 of 12 JA09003.CJ15295
Organization Domain
Rubric Score Organization Scoring Standards
6
The response exhibits a skillful organizational strategy. The response is unied
by a controlling idea or purpose, and a logical progression of ideas increases the
effectiveness of the writer’s argument. Transitions between and within paragraphs
strengthen the relationships among ideas.
5
The response exhibits a productive organizational strategy. The response is
mostly unied by a controlling idea or purpose, and a logical sequencing of ideas
contributes to the effectiveness of the argument. Transitions between and within
paragraphs consistently clarify the relationships among ideas.
4
The response exhibits a clear organizational strategy. The overall shape of the
response reects an emergent controlling idea or purpose. Ideas are logically
grouped and sequenced. Transitions between and within paragraphs clarify the
relationships among ideas.
3
The response exhibits a basic organizational structure. The response largely coheres,
with most ideas logically grouped. Transitions between and within paragraphs
sometimes clarify the relationships among ideas.
2
The response exhibits a rudimentary organizational structure. Grouping of ideas
is inconsistent and often unclear. Transitions between and within paragraphs are
misleading or poorly formed.
1
The response does not exhibit an organizational structure. There is little grouping of
ideas. When present, transitional devices fail to connect ideas.
Language Use Domain
Rubric Score Language Use Scoring Standards
6
The use of language enhances the argument. Word choice is skillful and precise.
Sentence structures are consistently varied and clear. Stylistic and register choices,
including voice and tone, are strategic and effective. While a few minor errors in
grammar, usage, and mechanics may be present, they do not impede understanding.
5
The use of language works in service of the argument. Word choice is precise.
Sentence structures are clear and varied often. Stylistic and register choices, including
voice and tone, are purposeful and productive. While minor errors in grammar, usage,
and mechanics may be present, they do not impede understanding.
4
The use of language conveys the argument with clarity. Word choice is adequate
and sometimes precise. Sentence structures are clear and demonstrate some
variety. Stylistic and register choices, including voice and tone, are appropriate for
the rhetorical purpose. While errors in grammar, usage, and mechanics are present,
they rarely impede understanding.
3
The use of language is basic and only somewhat clear. Word choice is general and
occasionally imprecise. Sentence structures are usually clear but show little variety.
Stylistic and register choices, including voice and tone, are not always appropriate for
the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be
present, but they generally do not impede understanding.
2
The use of language is inconsistent and often unclear. Word choice is rudimentary
and frequently imprecise. Sentence structures are sometimes unclear. Stylistic
and register choices, including voice and tone, are inconsistent and are not always
appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and
mechanics are present, and they sometimes impede understanding.
1
The use of language fails to demonstrate skill in responding to the task. Word
choice is imprecise and often difcult to comprehend. Sentence structures are often
unclear. Stylistic and register choices are difcult to identify. Errors in grammar,
usage, and mechanics are pervasive and often impede understanding.
©2024 by ACT Education Corp. All rights reserved. Page 11 of 12 JA09003.CJ15295
Next Steps
Your practice test score is an estimate of the
score that you would receive during an actual
administration of the ACT test. Reecting on
your practice experience can be useful as you
continue to prepare for test day.
Consider the following as you review your
scores as part of your general test performance:
lPacing: Did you run out of time? Reread
the information in Preparing for the
ACT
®
Test on pacing yourself. You may
need to adjust the way you use your
time in responding to the questions.
lDirections: Did you spend too much
time trying to understand the directions
for the test sections? Make sure you
understand them before test day.
lMisses: Review the questions that you
missed. Did you select a response that
was an incomplete answer or that did
not directly respond to the question
being asked? Try to gure out what you
overlooked in answering the questions.
lTypes: Did a particular type of question
confuse you? In reviewing your
responses, check to see whether a
particular type of question was more
difcult for you.
A C T is committed to representing the diversity of society in all its aspects, including race, ethnicity, and
gender. Questions, passages, and writing prompts are chosen to reflect a range of cultures and are written
to not disadvantage any particular group of examinees. A C T employs extensive reviews and statistical
procedures to ensure the fairness of test materials.
A C T conducts research and periodically updates tests to provide test content that reflects classroom
instruction and continues to be a relevant predictor of college and career readiness. There may be subtle
differences between the A C T practice test in this booklet and the test students take on test day.
A C T endorses the Code of Fair Testing Practices in Education and the Code of Professional
Responsibilities in Educational Measurement, which guide the conduct of those involved in educational
testing. A C T is committed to ensuring that each of its testing programs upholds the guidelines in each
Code. You may locate copies of these Codes through the following organizations:
• Code of Fair Testing Practices in Education: American Psychological Association (https://www.apa.org/
science/programs/testing/fair-testing.pdf)
• Code of Professional Responsibilities in Educational Measurement: National Council on Measurement in
Education (https://www.ncme.org/resources-publications/professional-learning/library)
NOTE: This booklet is covered by federal copyright laws that prohibit the reproduction of the test
questions without the prior express, written permission of A C T, Inc. No portion of this booklet may
be copied or distributed without written permission of A C T.
