Your Score Report

Your Score Report

Your

Sco

res More Info at

www.explorestudent.org

Your

Pla

ns

Your Career Possibilities

Your High School Course PlansCompared to Core

Core means minimum number of high school courses recommended to prepare for college.

College Readiness

Students scoring at or above these ACT Explore benchmark scores, and taking college prep courses throughout high school, will likely be ready for �rst-year college courses. How do your scores compare?

Your Reported Needs

• Making plans for my education, career, and work after high school

• Improving my writing skills• Improving my reading speed and

comprehension• Improving my study skills• Improving my mathematical skills• Improving my computer skills• Improving my public speaking skills

Your Plans forAfter High School

Educational Plans

Career Area Preference

Your Estimated ACT PlanComposite Score Range

ACT Plan is a 10th-grade test that helps you plan for the ACT tests and for college. Additional information is in your booklet Using Your ACT Explore Results.

Percent of students scoring at or below your score

Composite Score

English

Usage/Mechanics (1–12)

Rhetorical Skills (1–12)

Mathematics

Reading

Science

A. Employment-Related ServicesHuman Resources Manager; Recruiter; Interviewer

B. Marketing & SalesAgents (Insurance, Real Estate, etc.); Retail Salesworker

C. ManagementExecutive; Office Manager; Hotel/Motel Manager

D. Regulation & ProtectionFood Inspector; Police Officer; Detective

E. Communications & RecordsSecretary; Court Reporter; Office Clerk

F. Financial TransactionsAccountant; Bank Teller; Budget Analyst

G. Distribution & DispatchingWarehouse Supervisor; Air Traffic Controller

H. Transport Operation & RelatedTruck/Bus/Cab Drivers; Ship Captain; Pilot

I. Agriculture, Forestry & RelatedFarmer; Nursery Manager; Forester

J. Computer & Information SpecialtiesProgrammer; Systems Analyst; Desktop Publisher; Actuary

K. Construction & MaintenanceCarpenter; Electrician; Bricklayer

L. Crafts & RelatedCabinetmaker; Tailor; Chef/Cook; Jeweler

M. Manufacturing & ProcessingTool & Die Maker; Machinist; Welder; Dry Cleaner

N. Mechanical & Electrical SpecialtiesAuto Mechanic; Aircraft Mechanic; Office Machine Repairer

0 1 2 3 4 Years Year Years Years Years

English

Mathematics

Social Studies

Science

English

Mathematics

Reading

Science

Your score is:You:Core:

You:Core:

You:Core:

You:Core:

STEP 1: You and the World of Work STEP 2: Your Interests STEP 3: Exploring Career Options

Career Area ListWorld-of-Work Map

022 038 150 Rev 1 21335 © 2014 by ACT, Inc. All rights reserved.

Information forCounselors

O. Engineering & TechnologiesEngineers (Civil, etc.); Technicians (Laser, etc.); Architect

P. Natural Science & TechnologiesPhysicist; Biologist; Chemist; Statistician

Q. Medical Technologies (also see Area W) Pharmacist; Optician; Dietitian; Technologists (Surgical, etc.)

R. Medical Diagnosis & Treatment (also see Area W) Physician; Pathologist; Dentist; Veterinarian; Nurse Anesthetist

S. Social ScienceSociologist; Political Scientist; Economist; Urban Planner

T. Applied Arts (Visual)Artist; Illustrator; Photographer; Interior Designer

U. Creative & Performing ArtsWriter; Musician; Singer; Dancer; TV/Movie Director

V. Applied Arts (Written & Spoken)Reporter; Columnist; Editor; Librarian

W. Health Care (also see Areas Q and R)Recreational Therapist; Dental Assistant; Licensed Practical Nurse

X. EducationAdministrator; Athletic Coach; Teacher

Y. Community ServicesSocial Worker; Lawyer; Paralegal; Counselor; Clergy

Z. Personal ServicesWaiter/Waitress; Barber; Cosmetologist; Travel Guide

ScoreRange(1–25) ACT, Inc.—Confidential Restricted when data present

S CHOOL NAME : EXA MPLE MIDDL E SCHOOL SCH OOL CODE: 00 000 0

15

16

14

15

13

TEST D ATE: Octob er 2 014

0 9

0 8

In the U.S .(Fall 8th)

5 3%

6 9%

7 8%

7 0%

3 6%

6 4%

1 5%

60 %

75 %

87 %

74 %

41 %

72 %

18 %

EX AMPLE , STUDE NT

GRADE : 8

15-18

4-Yea r College or Univers ity

Management

3

3

3

3 3

3

3

3

About Your Sc ores. One or mor e of y our EX PLORE sc ores fallbelo w the benchmark scor es that show readiness for college-lev el wor k. S uggestions for improving your s kills ar e listed on theback of th is report. A lso, talk to your couns elo r or teacher ab outcours es that can impr ove your s kills . It’s not too early to star tthinking about co llege.

About Y our Course Plans. Y our plans fall s hort of th erecommende d c ourses . Cons ider tak ing add itional c ourse s inMath, S ocial S tu dies , and S cience. (Most s ucces sful c olleg estud ents completed a ll of these r ecommended cours es whe nthey were in high sc hool.) Y ou may want to talk to yourcounselor or teacher to mak e s ure you are getting the c oursesyou need.

Scores: R6 I2 A 3 S8 E7 C5%Like, Indifferent, Dislike: 43—22—35

October 07, 2014 PN : 11111111 000001

The Career A rea List below sh ows ex amples o f jobs ineach of the 26 Caree r A reas. Review all of the CareerAreas , espec ially any that are shaded.

Circle at leas t two Care er Area s tha t hav e job s you mightlik e bes t.

Find out more about jobs tha t are right for you. Use the tipsin you r book let, or go to www.explorestudent.org.

CLASS /GROUP NA ME : S MITH

ID#: 1234567890

When you completed E XPL OR E you were asked to :� c hoose a C areer Area you would lik e.� c omplete an inte rest inven tory .

Y our results are s hown on the Wor ld -of- Wo rk Map below.� Y ou chose Career A rea C: Manag ement.� Y our interes t inventory resu lts sugges t that y ou may enjoy

jobs in map regions 12, 1, and 2. See the Car eer Areas inthose regions.

There ar e many jobs in the se Career A reas. Fo r example,Training/Educ ation Managers work in corpo rations andor ganizations . They p rovide training to help wor kers impr ovetheir skills.

EXAM PL E, STUDENT

EXPLOREBenc hmark Scores

(8th Grade)

13

17

16

18

OO# 9876543

Your Skills More Info at www.explorestudent.orgEn

glis

hM

athe

mat

ics

Read

ing

Scie

nce

Ask for your test booklet so you can review the questions and your answers.“+” = correct answer, “o” = no response, “*” = marked more than one answer Suggestions for improving your skills are based on your scores.

SUBSCORE AREA(u = Usage; r = Rhetorical Skills)

To improve your skills you can:Content Areas




EXA MPLE, STU DENT

loc ate sever al pie ces of data in a s imple table or gra ph (for example, a graph with a s inglestr aig ht line plotted on linear axes )

talk with oth ers about the major po ints of sc ien ce a rticles

read s cience articles to better unders tand common sc ie nce words lik e s tar , forc e, etc .

look at the d ata in a simple table or gr aph and tell how c hanging the value of o ne v ariablechanges the v alu e of another variable

do simple experiments using basic lab procedu res; collect and write your r esults as observ ationsand/or numbers

find one or more hy pothes es or c onclusions in a newspaper or ma gazine article about a scienc etopic

Interpretation of Data

S cie ntific Investigat ion

E valuation of Models,Inferences, and

Experim ent al Results

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l You c orrec tly answ ered 2 9 out of 40 ques tions.

l You omitt ed 0 que sti ons.

l You i nc orrect ly answ ered 1 1 que st ions .






l You i nc orrect ly answ ered 6 ques ti ons.

l You c orrec tly answ ered 8 out of 2 8 que st ions .



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read c losely writer s like George Orwell, James Baldwin, S andra Cisneros , or Tony Hillerman

write longer and more sophisticated es says

descr ibe the main idea of a p aper y ou w rote

read w riting alo ud; cut out s enten ces that don’t fit the topic

draft pr oblem-s olution or c ompar e-contras t papers, us ing appr opriate tr ansition words or phras eslike bec ause or therefore

have a c las smate read your paper and mark par ts wher e more information is n eeded

try differ ent ways to begin papers (pr esent s tar tling information, a que stion, main points , etc .) ;see how eac h c hanges th e res t of th e paper

revise writing to delete c lumsy r epetitio n, as in cha ngin g “The puppy dog barked noisily andloud ly .” to “The puppy barke d loudly.”

read a published ess ay and note the way words , details, a nd s entenc e lengths can create tone

continue learning the use s and meanings of trans ition wo rds and phras es like indeed ,furthermore, and howev er; prac tice their use in y our writing

write inc reasingly sophisticated sentences , handlin g effectively s uch e lements as introd ucto ryphrases like “In the pas t, . . .”

become familiar with commonly used idioms like “hold y our horses ”

check each verb to make sure it matc hes the sub jec t in number and per son, even when othernouns are between them

use c ommas to set off expr essions that aren’t ess ential to the sentence (for ex ample, “ Bob, inspite of all the ba d rev iews, wanted to see the mo vie.”)

dele te commas that create unneces sary paus es, as in “ He wa lk ed[,] by quickly .”

Topic Developm ent

Organizat ion

Word C hoice

S entence S tructure

Usage

P unct uat ion

note deta ils in fiction that conv ey the autho r’s or nar rator ’s goals

practice look ing through a piec e of w riting quic kly to find spec ific dates , places , concep ts, e tc.

decide the pur pose of each paragr aph in a s hort s tor y or article (for example, to pr ovide aspecific ex ample, pr ove a point, give a differen t opinion )

note how charac ter s are d escribed in a s tory ( what th ey say and do), then tell wha t relations hip sare r evealed (for ex ample, They’re best friends bec ause they co nfide in each other, etc.)

try diffe rent s tra tegies, lik e ask ing “ what if” questions and r ole- playing, to better und erstandpossible causes and effec ts

note language w hose meaning is not c lear, the n come up with pos sible meanings based on thecontext and your own knowledge

read brief rev iews of a nove l, then find ev idence within the b ook that supports or co ntradic ts thestatements made ( for example, “co mpelling . . . p oign ant . . . spellbinding”)

practice writing genera l statements about people or id eas y ou read about, using qualifiers lik e afew, typically, o r s ometimes when little infor mation is prov ide d

Main Ideas and Aut hor'sApproach

S upporting D etails

Relationships

Meanings of Words

Generaliz ations a ndConclusions

find some w ord problems in a book or on the Web and prac tice res tating the problem in yo ur ownwords (focus on what is giv en a nd what you are as ked to find)

work the thr ee major types of perce nt problems (for example, What perce nt of 20 is 7? 18 iswhat perc ent of 72? What is 15 % of 1 2?)

make up lists o f number s that contain pos itives and negatives and find th e av erage value (forexample, 9, –1, 5, –3 has an av erage of 2.5 )

determine what proba bilities , w hen added together, repres ent 1 00% (for ex ample, 4 red and3 blue chips are in a hat; the sum of the probabilities of dra win g and of not dr awing a red chip onany one dr aw is 100%)

practice findin g th e fac tor s of a number (for exa mple, positiv e whole number fac tor s of 32 are 1,2, 4, 8, 16, and 32)

rewrite multi-d igit numbe rs as a sum of v alue s based o n pla ce value ( for ex ample,4,276.05 = 4,000 + 200 + 70 + 6 + )

define each v ariable in multiple lists of formulas and prac tice s ubstituting v alues into eac hformula to e valuate it

practice identifying a nd combinin g lik e terms of an algebraic expres sion (for ex ample,3w2 + 5w + 12w2 = 15w2 + 5w)

practice locating and des cribing objec ts in terms o f their pos ition on the number line and o n agrid (for example, 4 r ight and 6 up)

look for real-world examples of parallel lines lik e ra ilroad track s, etc.

perfor m activ ities that r equire the computation of ar ea and perimeter of geometr ic figures lik eyour scho ol building

B asic Operat ions

P robabilit y

Numbers: Concept sand Properties

E xpressions, Equations,and Inequalities

GraphicalR epresentat ions

Propert ies ofPlane Figures

Measurem ent

Your Score Report

Documents

Transcript of Your Score Report