Summary
This resource supports educators in facilitating a realistic, full ACT-like practice testing experience. Students learn about the structure of the ACT, effective test-taking strategies, complete a full-length practice test, review their performance, and reflect on areas for improvement. By the end of the activity, students will better understand the testing experience and have a plan for focused preparation in each subject area.
Essential Question
How can I increase my ACT score?
Learning Objectives
Understand the purpose of the ACT and the importance of practicing.
Evaluate current ACT performance and set a realistic goal for the overall test.
Craft a study plan for increasing future scores.
Snapshot
Engage
Students activate their prior knowledge about the ACT through a collaborative Stand Up, Sit Down discussion while exploring why the ACT matters for college admissions, scholarships, career opportunities, and future success.
Explore
Students identify and evaluate effective test-taking strategies by reflecting on their own experiences, exploring ACT-specific resources, and collaborating with peers to build a personalized ACT study guide.
Explain
Students take a full practice test.
Extend
Students analyze their ACT practice test results and identify priority areas for improvement.
Evaluate
Students reflect on their experience and determine one action they will take now.
Materials List
Activity Slides (attached)
My ACT Study Guide handout (attached; one per student)
My ACT Outlook handout (attached; one per student)
Practice Test 1 handout (attached; one per student)
Student Answer Sheet handout (attached; one per student)
Math Test 1 Explanations handout (attached; class set, see preparation note)
Math Test 1 Study Tool handout (attached; class set, see preparation note)
English Test 1 Explanations handout (attached; class set, see preparation note)
English Test 1 Study Tool handout (attached; class set, see preparation note)
Reading Test 1 Explanations handout (attached; class set, see preparation note)
Science Test 1 Explanations handout (attached; class set, see preparation note)
Timer
Pen/pencil
Scratch paper
Sticky notes (optional)
Highlighters (optional)
Calculators
Preparation
Proctoring the Exam
If possible, plan for students to work non-stop through the whole test, meaning through all subjects, including a 10 minute break after the Math test. If that is not possible, try to break it into full sections (i.e. avoid splitting the time for the English test over two days versus one). Try to keep the testing environment as realistic as to what they can expect on an actual test day.
A proper testing environment should include a clock students can see, signs on the door to keep interruptions at bay, and a quiet environment. Make sure you have the correct materials available for students should they need it (i.e. for Math, have calculators ready, etc.).
ACT Answer Stations
Set up areas around your room designated for each subject where students can group together and collaboratively look at the answers and explanations for all questions. These stations should be prepared for when students are done with the test and have received the correct answers. Consider creating a table tent with the name of each subject to make it easier for students to identify. Print enough copies of each of the following handouts:
Math Test 1 Explanations and Math Test 1 Study Tool
English Test 1 Explanations and English Test 1 Study Tool
Reading Test 1 Explanations
Science Test 1 Explanations (still to come)
Try to have at least 5-10 sets at each station to enable multiple students to access the information at the same time. You may also want to provide different colored highlighters or other annotation tools for students to use as they make notes on their test. (Note: Study Tool handouts were not created for the Reading and Science tests because categorizing those questions into specific skill areas is more subjective and less consistent than it is for the Math and English tests.)
Engage
20 Minute(s)
Use the attached Activity Slides to share the essential question on slide 3 and the learning objectives on slide 4.
Display slide 5 and introduce students to the instructional strategy Stand Up, Sit Down . Model what to write for the activity by asking students what they would need to bring to the ACT. Use the Possible Student Responses as a guide. Write down all student answers on a board or chart paper.
Next, pass out scratch paper or sticky notes to each student. Move to slide 6 and explain that students will start by writing everything they know about the ACT. Encourage them to write at least three things. Then, have them write down why the ACT matters.
Next, move to slide 7 and have everyone stand up. Ask for volunteers to share one thing they wrote about what they know about the ACT. Write down what they said on the board or chart paper. Inform students that if they hear someone share something that they also wrote to cross it out. Continue asking students to share until no one has anything new to add. Move to slide 8 and go through the same process for the next prompt. Once you have your lists for each prompt, ask students to find patterns in their answers or to share what surprised them.
Move to slide 9. Share with students that, while some PSI (post-secondary institutes) schools are moving toward a test-optional format, the ACT can be important in obtaining scholarships and school admissions. If you have students who plan to enter the workforce directly after high school, let them know that improving this score can provide more options if they later decide to pursue a degree or obtain certifications. You may also want to mention that a good ACT score on the English portion of the exam may help students avoid paying for remedial classes when starting college.
This ACT practice helps with general test preparation and reading comprehension skills that can transfer to other areas of life, including military or other organizations that require aptitude tests. Share that their scores are also used to show the state what students have learned. If your school has an average goal to achieve, you can share that here.
Explore
20 Minute(s)
Display slide 10. Explain to students that before they take a full ACT practice test they will explore some relevant test-taking strategies first. Pass out the My ACT Study Guide handout. Using the Strategy Harvest instructional strategy, have students note on page 1 which of the strategies they have already used for big tests like the Pre-ACT or finals. Give them time to fill in the first row with their strategies and the pros/cons before inviting them to find a partner and take note of their strategies.
Transition to slide 11 and invite students to access the prepared ACT Strategies Hive (a curation of online artifacts). Instruct students to explore 1-2 strategies for each subject and to write their notes/observations on page 2 of the handout. Allow students time to work independently, then have them find a partner and complete the handout accordingly.
After students have had enough time to fill out their handouts, ask for a few volunteers to share information about some of the strategies they think can help them while taking the ACT.
Explain
170 Minute(s)
Use slides 12-15 to display the specific timers for each subject test. Distribute a Practice Test 1 handout and Student Answer Sheet handout to each student. Instruct students not to begin the test until told to do so.
When proctoring the test, announce: "You will have 35 minutes for this section. Work only in this section. If you finish early, check your work. Do not move ahead to the next section. When time is called, stop immediately and put your pencil down.” Start the relevant timer. Allow students time to work. You may provide a 5-minute warning (optional but common).
Once the timer goes off, announce: "Stop. Put your pencil down. You may not continue working in this section. Please turn to the next section and wait for instructions." Pause briefly between sections (1-2 minutes) so that students can stop working and turn to the next section.
Students are not allowed to return to previous sections just as this is not allowed during a real ACT test. For a typical ACT administration, there is a 10-minute break after the Math subtest and before Reading. No breaks occur between the other sections except for the brief transition time needed to give directions. Collect all testing materials at the end.
Extend
55 Minute(s)
Research shows that practice alone doesn’t prepare students for the ACT. Helping students understand the thought process behind the correct and incorrect answers is just as important as building strong test taking skills.
Move through slides 16-23 to review the correct answers for each subject test. Have students mark the incorrect answers on their Student Answer Sheet. Then have them input the total correct in the space provided. Transition to slide 24 and explain how students will use the following charts to help figure out their subject scores. Then use slides 25-28 to walk students through how to calculate their scores by subject. Use slide 29 to help students calculate their composite score. Explain that the composite score is the average of math, reading, and English; since science is optional, we will not add it to this score.
Move to slide 30 and pass out the My ACT Outlook handout. Instruct students to circle or highlight the current range of their composite score from this practice test. Next, tell the students to think of a goal range. Have them identify the two subjects that they want to focus on to improve their score.
Display slide 31. Explain that now that they know which subject(s) they need the most help with, they should move to that station to dive deeper into the answer explanations. Inform students that while in their station groups, they should use the My ACT Outlook handout as a guide as they review the correct/incorrect answer explanations and that once they feel confident in their strategy for improving their score in their subject area they should move to a different station. Give students enough time to at least complete their handout for two subject tests. Encourage students to annotate their answer sheet and handouts however they want and to use their peers at every stage.
Evaluate
5 Minute(s)
Have students return to their seats and pass out sticky notes to each student. Display slide 32 and have students reflect on their plan for improving their score for next time. Have them write on a sticky note one action they will take. Consider posting these in a designated space in your room as a constant reminder to students.
Follow-Up Activities
Additional Outsourced Practice Tests: If you have students interested in taking additional practice tests here is a curated list.
Magoosh - Great online ACT practice resource (1-week free trial).
Princeton Review: Free access to a full-length practice test.
Power Up ACT Prep Program: Check out the Power Up: ACT Series. This series consists of ten 35-minute activities for each core subject that are meant to be easily embedded in the classroom curriculum.
Research Rationale
Standardized testing in high schools has long been used as a metric for assessing college readiness and school accountability (McMann, 1994). While there has been debate surrounding the accuracy of such metrics, as well as concerns regarding fairness, many institutions of higher education continue to make these scores part of the admissions process (Allensworth & Clark, 2020; Black et al., 2016; Buckley et al., 2020). In addition to admissions, it is important to keep in mind that standardized test scores can also provide students with scholarship opportunities they would not otherwise have had (Klasik, 2013). Although the topic of standardized testing continues to be debated, effective test preparation can ensure that our students are set up for success.
With several benefits to doing well on college admissions tests, it is important to consider how best to prepare students for this type of high-stakes test. Students from groups that may historically struggled to find success, such as those in poverty or first-generation college students, especially stand to benefit from effective test preparation (Moore & San Pedro, 2021). The American College Test (ACT) is one option students have for college admissions testing that is provided both at national centers and school sites. Taking the time to understand this test, including the timing, question types, rigor, and strategies for approaching specific questions, can help prepare students to do their best work on test day and ensure their score is a more accurate representation of what they know (Bishop & Davis-Becker, 2016).
Resources
Act fee waiver: Who qualifies and how to apply. ACT. (n.d.). https://www.act.org/content/act/en/products-and-services/the-act/registration/fees/fee-waivers.html
Allensworth, E. M., & Clark, K. (2020). High school GPAs and ACT scores as predictors of college completion: Examining assumptions about consistency across high schools. Educational Researcher, 49(3), 198-211. https://journals.sagepub.com/doi/10.3102/0013189X20902110
Bishop, N.S. & Davis-Becker, S. (2016). Preparing examinees for test taking: Guidelines for test developers and test users. 2nd edition. Crocker, L. (Ed). In Handbook of Test Development, (pp. 129-142). Routledge.
Black, S. E., Cortes, K. E., & Lincove, J. A. (2016). Efficacy versus equity: What happens when states tinker with college admissions in a race-blind era? Educational Evaluation and Policy Analysis, 38(2), 336–363. http://www.jstor.org/stable/44984542
Buckley, J., Baker, D., & Rosinger, K. (2020). Should state universities downplay the SAT? Education Next, 20(3). https://www.educationnext.org/should-state-universities-downplay-sat-merits-drawbacks-test-optional-admissions-forum/https://www.educationnext.org/should-state-universities-downplay-sat-merits-drawbacks-test-optional-admissions-forum/
Fracchia, K. (2026, June 11). ACT score calculator (updated for 2026). Magoosh Blog | ACT. https://magoosh.com/act/act-score-calculator/
How to calculate your act superscore: Free superscore calculator & step-by-step guide. ACT. (n.d.-b). https://www.act.org/content/act/en/students-and-parents/high-school-success/testing-advice-for-the-act/how-to-calculate-your-act-superscore.html
K20 Center. (n.d.). ACT strategies: Hive. Website. https://hive.k20center.ou.edu/boards/1
K20 Center. (n.d.). Stand up, sit down. Strategies. https://learn.k20center.ou.edu/strategy/1771
K20 Center. (n.d.). Strategy harvest. Strategies. https://learn.k20center.ou.edu/strategy/135
Klasik, D. (2013). The ACT of enrollment: The college enrollment effects of state-required college entrance exam testing. Educational Researcher, 42(3), 151–160. http://www.jstor.org/stable/23462378
McMann, P. K. (1994). The effects of teaching practice review items and test-taking strategies on the ACT mathematics scores of second-year algebra students. Wayne State University. https://www.monroeccc.edu/sites/default/files/upward-bound/McMannP.-the-effects-of-teaching-practice-review-items-ACT-mathematics-second-year-algebra.pdf
Moore, R., & San Pedro, S. Z. (2021). Understanding test preparation practices of underserved learners (Issue Brief No. R2127). ACT, Inc. https://files.eric.ed.gov/fulltext/ED616526.pdf