|ACT Work Keys||Reading for Information||Applied Mathematics|
*Recognize the definitions of difficult, uncommon jargon or technical terms, based on the context of the reading materials.
*Calculate using multiple steps of logic.
*Calculate multiple areas and the volumes of spheres, cylinders, and cones.
*Solve problems with more than one unknown.
*Solve problems involving nonlinear functions, such as rates of change.
*Calculate by applying basic statistical concepts.
*Derive information needed to solve problems if incomplete or implicit information is presented.
*Recognize the application of jargon or technical terms to new
*Recognize the application of complex instructions to new situations.
*Recognize, from context, the less common meaning of a word with multiple meanings.
*Generalize from the document situations not described in the document.
*Identify implied details.
*Explain the rationale behind a procedure, policy, or communication.
*Generalize from the document to a somewhat similar situation.
*Calculate using negative numbers, fractions, ratios, percentages, and mixed numbers.
*Calculate multiple rates for comparison or use in other calculations.
*Find basic areas and volumes of rectangular solids.
*Identify and correct errors in calculations.
*Solve problems involving considerable setup and multiple-step calculations or conversions.
*Identify the paraphrased definition of a technical term or jargon
that is defined in the document.
*Recognize the application of technical terms or jargon to stated situations.
*Recognize the definition of an acronym that is defined in the document.
*Identify the appropriate definition of a word with multiple meanings.
*Recognize the application of instructions from the document to new situations that are similar to those described in the document.
*Recognize the application of more complex instructions to described situations, including conditionals and procedures with multiple steps.
*Look up and calculate single-step conversions within English or non-English systems of measurement or between systems of measurement.
*Calculate using mixed units and several steps of logic.
*Calculate perimeters and areas of basic shapes.
*Calculate percentage discounts and markups.
*Determine what information, calculations, and unit conversions are needed to find a solution.
*Identify important details that are less obvious than those in Level 3.
*Recognize the application of more complex instructions, some of which involve several steps, to described situations.
*Recognize cause-effect relationships.
*Determine the meaning of words that are not defined in the
*Perform one or two mathematical operations (addition, subtraction,
multiplication, or division) using several positive or negative
*Add commonly known fractions, decimals, or percentages, or add three fractions that share a common denominator.
*Calculate averages, simple ratios, proportions, and rates, using whole numbers and decimals.
*Reorder verbal information before performing calculations.
*Determine which operation(s) to perform and in what order.
*Read a simple chart or graph to obtain the information needed to solve the problem.
*Identify uncomplicated key concepts and simple details.
Recognize the proper placement of a step in a sequence of events, or the proper time to perform a task. *Identify the meaning of a word that is defined within the document.
*Identify the meaning of a simple word that is not defined within the document.
*Recognize the application of instructions given in the document to situations that are also described in the document.
*Perform basic mathematical operations (addition, subtraction,
multiplication, and division) using whole numbers and decimals.
*Convert a number from one form to another using whole numbers, fractions, decimals, or percentages.
*Solve problems that are straightforward, involving a single type of mathematical operation.
*Translate easily from a verbal setup to a mathematical equation when all the information needed to solve the problem is provided in logical order and no unrelated information is included.
|ACT Work Keys||Applied Technology||Locating Information||Teamwork||Observation|
*Use principles of mechanics, electricity, thermodynamics, and fluid dynamics interacting in advanced applications such as air conditioning units.
*Troubleshoot complex systems in which a variety of mechanical, electrical, thermal, or flow faults are potential sources of difficult problems.
*Draw conclusions from the information presented in very detailed graphics.
*Apply information from these types of graphics to specific situations.
*Analyze data within these types of graphics to make decisions and/or predictions requiring judgments based on the information presented.
*Identify the focus of team activity and select a new focus if
that would help the team meet its goals more effectively.
*Select approaches that show a willingness to give and take direction, as needed, to further team goals (e.g., recognize the organization of team members tasks that would best serve the larger goals of the team).
*Choose approaches that encourage a team to act as a unit and reach agreement when discussing specific issues. *Identify actions that would help manage differences of opinion between team members, moving the team toward its goals while valuing and supporting individual diversity.
*Notice and remember several details that are relevant to the process or procedure being shown.
*Take in and recall incoming sensory information so it can
be used to make predictions, comparisons, or evaluations.
*Use the basic principles of mechanics, electricity, thermodynamics, and fluid dynamics in moderate and advanced applications.
*Understand complex machines and systems, such as the operation of gasoline engines, complex appliances, or an electrical system in a building.
*Summarize and/or compare information and trends in a single graphic.
*Sort through distracting information to summarize and/or compare information and trends presented in more than one workplace graphic.
*Identify courses of action that give direction to other team
*Determine the best use of team talents to accomplish goals.
*Choose approaches that encourage other team members to improve relationships and/or complete tasks. *Consider and evaluate the possible effects of alternative behaviors on both team relationships and the completion of tasks.
*Focus attention on and recall several important aspects of the information presented.
*Ignore irrelevant background information through selective attention to important details.
*Maintain attention to detail.
*Recall several important details about unfamiliar material.
*Understand the operation of moderately complex tools, machines, and systems, such as appliances, pulley-driven equipment, or piping systems that carry more than one fluid.
*Apply elementary principles underlying the operation of physical systems, such as a block and tackle or cooling fins.
*Find several pieces of information in graphics.
*Summarize and/or compare information and trends in a single graphic.
*Summarize and/or compare information and trends among more than one graphic by determining the relationships among the graphics.
*Identify the organization of tasks and the time schedule that
would help the team reach goals efficiently, creatively, and
*Select approaches that accept direction from other team members in order to complete tasks and to build and keep up good team relations.
*Identify behaviors that show appreciation for the personal and professional qualities of other team members and respect for their diversity.
*Recognize the need for commitment to quality and sensitivity to customers while pursuing the team goal.
*Sustain focused attention on the demonstrated instructions, process, or procedures.
*Select and attend to important details.
*Recall a few important, moderately reinforced details about
the demonstrated process or procedure.
*Understand the operation of basic handtools, simple machine components, and uncomplicated systems, such as piping systems, simple electrical heaters, or other equipment found in the home, school, or workplace.
*Apply elementary principles underlying the operation of physical systems, such as the workings of plumbing components or simple electrical systems.
*Find one or two pieces of information in a graphic.
*Fill in one or two pieces of information that are missing from a graphic.
*Identify team goals and ways to work with other team members
to accomplish team goals.
*Recognize that a team is having problems finishing a task and identify the cause of those problems.
*Choose actions that actively support the ideas other team members have for accomplishing team goals.
*Recognize the need for trust and dependability in a team environment.
*Watch and listen to a strongly cued demonstration or set of instructions.
*Recall a few strongly reinforced details of a process or procedure.
|ACT Work Keys||Writing (Scoring Criteria)||Listening (Scoring Criteria)|
*Write messages that are clear and highly consistent with standard
*Use good sentence structure with a smooth, logical style and no mechanical errors.
*Correctly record all the important information and the relationships among pieces of information from a spoken communication.
*Use supporting details to convey insight into the particular situation the message involves.
|Level 4||*Write messages that are clear and generally consistent with standard business English, but may contain a few minor errors in grammar and punctuation, and/or the writing style may lack clear organization and appropriate transitions.||
*Accurately convey the central idea of a spoken communication.
*Correctly record all the important information and the relationships among pieces of information, but may miss or incorrectly record some details or include irrelevant information.
*Write messages that are clear, but may include some incomplete
sentences and/or errors in grammar and punctuation.
*Listen to a spoken communication and record messages that are
*Present all the primary details and the relationships among them correctly, but may miss one or two pieces of important information.
*Write messages that are generally understandable, but contain
many errors in grammar, punctuation, and/or sentence structure
making these messages somewhat difficult to comprehend.
*Correctly write down the basic ideas of a spoken message.
*Give a fair amount of useful information, but may miss some of the important details or incorrectly record some of the information.
*Write messages in English that contain a large number of major
grammatical, punctuation, spelling, and/or other mechanical errors
making the messages very unclear and inconsistent with standard
*Write down a small amount of useful information based on a spoken
*Give clues to the gist of the situation or provide sources of further information, but do not include enough information to give the receiver a correct understanding of the situation described in the message.