Alabama Educator Certification Testing Program Preparing for the

Alabama Educator

ertification

Testing

rogram

Preparing for the

Assessments

ACT endorses the Code of Fair Testing Practices in

Education, a statement of guidelines for those who develop,

administer, or use educational tests and data. The Code sets

forth criteria for fairness in four areas: developing and

selecting appropriate tests, interpreting test scores, striving

for fairness, and informing test takers. ACT is committed

to ensuring that each of its testing programs upholds the

Code’s standards for appropriate test development practice

and

use.

A copy of the full Code may be obtained free of charge

from ACT Customer Services (68), P.O. Box 1008, Iowa

City, IA 52243-1008, 319/337-1429.

Table of Contents

Basic

Information 1

Test Taking Tips for the Applied Mathematics and Reading for Information Ass

s 2

ACT WorkKeys Applied Mathematics Assessment 4

ACT WorkKeys Applied Mathematics Practice Set 5

Answers to Applied Mathematics Practice S

et 13

ACT WorkKeys Reading for Information Assessment 19

ACT WorkKeys Reading for Information Practice Set 20

Answers to Reading for Information Practice Set 40

ACT WorkKeys Writing Assessment 45

ACT WorkKeys Writing Practice S

Writing Scoring Guide 50

Sample Responses 52

Common Writing

rrors 60

Basic Information

What is the ACT WorkKeys

system?

The ACT WorkKeys system from ACT

™

is designed to measure and aid improvement of basic workplace

skills in all kinds of workplaces, including schools.

The ACT WorkKeys system consists of job profiling (finding out which skills are needed on the job),

assessments (the tests you’ll be taking plus several others), reporting (telling you how your skills match

job requirements), and instructional support (guidance related to improving skill levels).

Why are ACT WorkKeys skills important?

ACT WorkKeys skills are the basic skills needed to carry out job-specific tasks. As a teacher, you will

often have to perform mathematical calculations, read memos, policies, and instructions, and write

emails, letters, and other communications. In other words, you will be using the ACT WorkKeys skills

of Applied Mathematics, Reading for Information, and Writing.

How does the system work?

The Alabama State Department of Education has used the ACT WorkKeys profiling process to determine

what level scores on the Applied Mathematics, Reading for Information and Writing assessments are

needed by prospective Alabama teachers. You will receive a score report that will tell you whether or not

you achieved the necessary scores and that will provide information about the next steps to take. Your

scores will also be sent to your college or university.

Can I study for the tests?

Since the ACT WorkKeys system measures applied skills, you can’t cram to memorize answers for the

tests. However, this book contains descriptions of the skills required for each level score of each test.

You can also use the practice sets to see typical ACT WorkKeys test questions.

How are the tests administered?

The Alabama Educator Certification Testing Program assessments are administered as paper-and- pencil

exams.

Test Taking

Tips

For the Applied Mathematics and Reading for Information

Assessments

A description of the Applied Mathematics and Reading for Information assessments follows. Each

assessment contains multiple-choice items with a question followed by five possible answers from which

you are to choose the best one.

Pace yourself.

The time limits set for each ACT WorkKeys test give nearly everyone enough time to finish all the

questions. However, it is important to pace yourself. Don’t spend too much time on one problem or

reading section; go on to the other questions and come back if there is time.

Listen to or read the directions for each test carefully.

Before you begin taking one of the ACT WorkKeys tests, pay careful attention to the directions.

Listen to the verbal instructions provided before testing starts and read the directions provided in the

test booklet.

These tests ask for the best answer. It is important to keep this in mind when answering the questions,

because it will sometimes be possible to think of responses that would be better than any of those offered

or to defend a choice as not entirely wrong. Best-response formats are consistent with the real world,

where choosing among less-than-perfect alternatives is routine.

You may want to work out the answer you feel is correct and look for it among the choices given. If your

answer is not among the choices provided, reread the question and consider all of the answer choices again

to find the best one.

Read each question carefully.

It is important that you understand what each question asks. Some questions will require you to go

through several steps to find the best answer, while others can be answered more quickly.

Answer the easy questions first.

The best strategy for taking a test is to answer the easy questions and skip the questions you find difficult.

After answering all of the easy questions, go back and try to answer the more difficult questions.

Use logic in answering questions.

Try to use logic to eliminate incorrect answers to a question. Compare the answer choices to each other

and note how they differ. Such differences may provide clues as to what the question requires. Eliminate

as many incorrect answers as you can, then make an educated guess from the remaining answers.

Answer every question.

Your score on the ACT WorkKeys tests will be based on the number of questions that you answer

correctly; there is no penalty for guessing. Therefore, you should answer every question within the time

allowed for each test, even if you have to guess. The test administrator will announce when there are five

minutes remaining on each test.

Review your work.

If there is time left after you have answered every question on a test, go back and check your work on that

test. Check to be sure that you marked only one answer to each question. You will not be allowed to go

back to any other test or mark answers to a test after time has been called on that test.

Be precise in marking your answer document.

Be sure that you fill in the correct ovals on your answer document. Check to be sure that the number for

the line of ovals on your answer document is the same as the number for the question you are answering.

Position your answer document next to your test booklet so you can mark your answers quickly and

completely.

Erase completely.

If you want to change an answer on your answer document, be sure to erase the unintended mark

completely.

Permitted

Calculators.

For a current list of calculators permitted for any ACT assessment, please visit:

http://www.actstudent.org/faq/calculator.html

ACT WorkKeys Applied Mathematics Assessment

Applied Mathematics is skill in applying mathematical reasoning and problem-solving techniques to

work-related problems. Solving mathematical problems in the workplace can differ from solving problems

as a math student. While the math skills needed are the same, math problems in the workplace are not

usually laid out neatly in a textbook format. Instead, the teacher may be responsible for identifying and

locating the necessary information (e.g., from a supply catalog or list of student test scores) and for knowing

what to do with that information. It is, therefore, critical to strengthen your core mathematics skills and to

develop your problem-solving strategies. Individuals possessing these Applied Mathematics skills will be

able to successfully tackle new situations involving mathematics problems in the workplace. A formula

sheet that includes all formulas required for the assessment is provided. The formula sheet is available in

the test booklet.

There are five levels in the Applied Mathematics skill scale, ranging from Level 3, the least complex, to

Level 7, the most complex. These levels were developed based on two main criteria:

•

the types of mathematical operations employees must perform, and

•

the form and order in which employees receive the information; that is, the presentation of the

information.

The skills at Level 3 involve using whole numbers and some decimals in basic math operations: addition,

subtraction, multiplication, and division. As the levels progress, the math operations involve more steps.

Furthermore, they include decimals and fractions, conversion of units, averaging, calculating area and

volume, and ratios.

As the complexity of the levels increases, the presentation of the information becomes more of a barrier to

problem solving. The wording becomes ambiguous, the presence of unnecessary information is more likely,

and pertinent information is less obvious. Regardless of skill level, most of these problems will involve one

or more of the following applications: quantity, money, time, measurement, proportions and percentages,

and

averages.

Many math problems found in the workplace combine two or more applications: What quantity can be

produced in a specified time? What distance can be traveled in a particular time? What is the average

cost in terms of money? A common combination of applications is finding the best deal, which requires

employees to perform various calculations and then compare the results in terms of relative cost. Examples

of typical problems are found in the ACT WorkKeys Applied Mathematics Practice Set, which begins on

page 7.

ACT WorkKeys Applied Mathematics Practice Set

This practice set can help you understand the ACT WorkKeys Applied Mathematics skill levels and

give you practice for the actual ACT WorkKeys assessment. However, remember that this exercise is

not a full-length test and is not a substitute for the actual ACT WorkKeys test and score. The actual test

consists of 33 problems and has a time limit of 45 minutes.

The ACT WorkKeys Applied Mathematics assessment measures skill in applying mathematical

reasoning to work-related problems. The test involves setting up and solving the types of problems and

calculations that actually occur in the workplace and is designed to be taken with a calculator and a

formula sheet, as both would be available on the job. There are five skill levels, ranging from Level 3 to

Level 7. As you move from Level 3 to Level 7, the mathematics concepts and calculations become more

complex.

Applied Mathematics Formula Sheet

Distance

1 foot = 12 inches

1 yard = 3 feet

1 mile = 5,280 feet

1 mile ≈ 1.61 kilometers

1 inch = 2.54 centimeters

1 foot = 0.3048 meters

1 meter = 1,000 millimeters

1 meter = 100 centimeters

1 kilometer = 1,000 meters

1 kilometer ≈ 0.62 miles

Rectangle

perimeter = 2 (length + width)

area = length × width

Rectangular Solid (Box)

volume = length × width × height

Cube

volume = (length of side)

Triangle

sum of angles = 180°

Area

1 square foot = 144 square inches

1 square yard = 9 square feet

area =

Circle

(base

height)

1 acre = 43,560 square feet

Volume

1 cup = 8 fluid ounces

1 quart = 4 cups

1 gallon = 4 quarts

1 gallon = 231 cubic inches

1 liter ≈ 0.264 gallons

1 cubic foot = 1,728 cubic inches

1 cubic yard = 27 cubic feet

number of degrees in a circle = 360°

circumference ≈

3.14 × diameter

area ≈ 3.14 × (radius)

Cylinder

volume ≈

3.14 × (radius)

× height

Cone

1 board foot = 1 inch by 12 inches by 12 inches

Weight/Mass

volume ≈

3.14 × (radius)

× height

1 ounce ≈ 28.350 grams

1 pound = 16 ounces

Sphere (Ball)

1 pound ≈ 453.592 grams

1 milligram = 0.001 grams

volume ≈

3.14 × (radius)

1 kilogram = 1,000 grams

1 kilogram ≈ 2.2 pounds

1 ton = 2,000 pounds

Electricity

1 kilowatt-hour = 1,000 watt-hours

amps = watts ÷ volts

Temperature

°C = 0.56 (°F -32)

°F

1.8

(°C) +

(°F 32)

(°C) + 32

NOTE: Problems on the ACT WorkKeys Applied Mathematics assessment should be worked

using the formulas and conversions on this formula sheet.

Applied Mathematics Level 3

Individuals with Level 3 skills can set up and solve problems with a single type of mathematical

operation (addition, subtraction, multiplication, or division) on whole numbers, fractions, decimals, or

percentages.

1. In your job as a cashier, a customer gives you a $20 bill to pay for a can of coffee that costs $3.84.

How much change should you give back?

$15.26

$16.16

$16.26

$16.84

$17.16

2. It took you 1 hour to unpack, price, and shelve 3 boxes of jeans at work. On the average, how many

minutes did it take to unpack, price, and shelve 1 box of jeans?

3. You operate a chop saw like the one shown in the diagram below. For your last cut, you had the saw

angled 25° to the left. Now you need to increase the angle by 30° to the right. To what angle will

you set the saw?

A. 5° to the left

B. 0°

C. 5° to the right

D. 25° to the right

E. 30° to the right

Applied Mathematics Level 4

Individuals with Level 4 skills can set up and solve problems with one or two different mathematical

operations (addition, subtraction, multiplication, or division) on whole numbers, fractions, decimals, or

percentages.

1. The discount store where you work is selling a video game for 15% off the regular price of $21.00.

What is the sale price of the game?

$ 3.15

$16.80

$17.85

$18.90

$24.15

2. You need about 1½ hours to set up a computer workstation. At this rate, how many hours should it

take you to set up 7 of these workstations?

A. 4 ⅔

B. 8 ½

C. 10

D. 10 ½

E. 11 ⅔

3. You are balancing the checking account for your lawn-care business. Based on the check register

below, how much money is in the account?

Check

number

Date

Memo

Check

amount

Deposit

amount

Balance

7/1 Deposit

$581.22 $ .

101 7/3 Rake & axe $27.91

$ .

102 7/5 Van repair $52.81

$ .

103 7/5 New mower $265.80

$ .

104 7/6 Gas

$10.00

$ .

7/31 Deposit

$330.67 $ .

$330.67

$356.52

$555.37

$581.22

$911.89

Applied Mathematics Level 5

Individuals with Level 5 skills can set up and solve problems with several steps of logic and calculations

on a mixture of whole numbers, fractions, decimals, or percentages, when the information is presented

in a logical order.

1. Quik Call charges 18¢ per minute for long-distance calls. Econo Phone totals your phone usage

each month and rounds the number of minutes up to the nearest 15 minutes. It then charges $7.90

per hour of phone usage, dividing this into 15-minute segments if you use less than a full hour. If

your office makes 5 hours 3 minutes worth of calls this month using the company with the lower

price, how much will these calls cost?

$39.50

$41.48

$41.87

$54.00

$54.54

2. The drugstore where you work marks up the price of batteries by 35%. You must price some

batteries that cost the store $1.80 per package. What price should you put on each package?

$0.63

$2.15

$2.43

$2.77

$3.50

3. In your job at the kennel, you groom dogs. It takes you 1 hour 15 minutes to groom an average

sized dog. Large dogs, however, take 1 hour 45 minutes to groom. Today you have to groom

3 average-sized dogs and 2 large dogs. How much time should it take you to groom all 5 dogs?

A. 3 hours

B. 3 hours 45 minutes

C. 6 hours 15 minutes

D. 7 hours 15 minutes

E. 7 hours 45 minutes

Applied Mathematics Level 6

Individuals with Level 6 skills can set up and solve problems containing unnecessary information or

information presented out of logical order and involving multiple-step calculations on a mixture of

whole numbers, fractions, decimals, or percentages.

1. You are preparing to tile the floor of a rectangular room that is 15

feet by 18

feet in size. The

tiles you plan to use are square, measure 12 inches on each side, and are sold in boxes that contain

enough tiles to cover 25 square feet. How many boxes of tiles should you order to complete the job?

287

2. The production line where you work can assemble 5 amplifiers every 30 minutes. At this rate, how

long should it take the line to assemble 125 amplifiers?

A. 4 hours 10 minutes

B. 12 hours 30 minutes

C. 12 hours 50 minutes

D. 20 hours 50 minutes

E. 25 hours

3. The map below shows the location of 3 houses where you had to do lawn work today. Your truck

gets 8 miles per gallon of gasoline, so you chose the shortest route from your house to the jobs and

then back home, as shown below. If gas costs $1.52 per gallon, what was the total cost of the gas

that you used today?

$2.50

$3.42

$3.80

$6.20

$7.50

Applied Mathematics Level 7

2,400

2,448

2,522

2,548

2,616

Individuals with Level 7 skills can set up and solve complex problems requiring extensive calculations

and several conversions between systems of measurement. They can calculate percent change, set up

and manipulate complex ratios and proportions, find multiple areas or volumes of two- and three-

dimensional shapes, find the best economic value of several alternatives, and locate errors in multiple-

step calculations.

1. You operate a machine that stamps bottle caps out of 2-inch-by-2-inch aluminum squares. Occasionally,

the machine produces an unusable cap, a reject, that must be recycled. The number of rejects made at

different production rates is shown below. Today you have been told to produce 600 caps per hour.

Approximately how many caps total should you have to produce to end up with your quota of 2,400

good ones?

2. In your job at a company that makes bowling balls, you are doing a quick check of how much plastic

resin has been used this week by the machine that molds the balls. Each ball is a sphere with a radius of

4 inches (the finger holes are drilled out after the ball has been molded). Production records show that

1,200 balls were made this week. Ignoring waste, about how many cubic feet of resin were used in the

machine this week?

186

268

2,233

321,536

3. The farm where you just started working has a vertical cylindrical oil tank that is 2.5 feet across on the

inside. The depth of the oil in the tank is 2 feet. If 1 cubic foot of space holds 7.48 gallons, about how

many gallons of oil are left in the tank?

230

294

Answers to Applied Mathematics Practice

Set

Answers to Applied Mathematics Level 3 Practice

Answer to Level 3 Sample Item 1:

This problem involves subtracting the cost of the bill from the amount the customer gives you.

A. Incorrect: $20.00 - $4.74 = $15.26

B. Correct: $20.00 - $3.84 = $16.16

C. Incorrect: $20.00 - $3.74 = $16.26

D. Incorrect: $20.00 - $3.16 = $16.84

E. Incorrect: $20.00 - $2.84 = $17.16

Answer to Level 3 Sample Item 2:

First, change 1 hour to 60 minutes. Then divide 60 minutes by 3 boxes to get the minutes per box.

A. Incorrect: 1 hr = 60 min; 60 min ÷ 4 boxes = 15 min/box

B. Correct: 1 hr = 60 min; 60 min ÷ 3 boxes = 20 min/box

C. Incorrect: 1 hr = 60 min; 60 min ÷ 2 boxes = 30 min/box

D. Incorrect: 1 hr = 60 min; 60 ÷ 3 × 2 = 40 min/box (2 boxes)

E. Incorrect: 1 hr = 60 min

Answer to Level 3 Sample Item 3:

First, recognize that

“

to the left” means -25

. Then, to increase the angle, add 30° to -25

to obtain

the correct answer of 5

A. Incorrect: (25° - 30°) = -5° 5° to the left

B. Incorrect: The saw is angled at 0° in the diagram.

C. Correct: (-25° + 30°) = 5° 5° to the right

D. Incorrect: The opposite of the angle of the saw 25° to the right

E. Incorrect: 30° added to the 0° position shown in the diagram 30° to the right

Answers to Applied Mathematics Level 4 Practice Set

Answer to Level 4 Sample Item 1:

First, subtract 15% from 100% and then multiply the result, 85%, by the price of $21.00. Another

common method of solving this problem is to calculate 15% of $21.00 ($3.15) and subtract this from the

price of $21.00.

A. Incorrect: $21 × 0.15 = $3.15: this is the discount amount

B. Incorrect: $21 × 0.20 = $4.20; $21 - $4.20 = $16.80: 20% discount

C. Correct: $21 × 0.85 = $17.85 or $21 × 0.15 = $3.15; $21 - $3.15 = $17.85

D. Incorrect: $21 - (0.10 × $21) = $18.90: 10% discount

E. Incorrect: $21 + (0.15 × $21) = $24.15: Added discount to regular price

Answer to Level 4 Sample Item 2:

First, convert 1 ½ to 1.5 and multiply this by the number of workstations. Next, recognize that the

answers are in fraction form and equate 10.5 to 10 ½ .

A. Incorrect: 1½ 1.5; 7 ÷ 1.5 = 4.66; 4.66 4⅔

B. Incorrect: 1½ 1.5; 7 + 1.5 = 8.5; 8.5 8½

C. Incorrect: 1½ ³/2; 7 + 3 = 10

D. Correct: 1½ 1.5; 7 × 1.5 = 10.5; 10.5 10½

E. Incorrect: 1½ ³/2;

/3 × 7 = 4⅔; 7 + 4⅔ = 11⅔

Answer to Level 4 Sample Item 3:

To answer this question, add the deposit amounts and subtract the check amounts.

A. Incorrect: $330.67: Last deposit into the account

B. Incorrect: (27.91 + 52.81 + 265.80 + 10.00) = $356.52: Total amount of checks

C. Correct: 581.22 + 330.67 - (27.91 + 52.81 + 265.80 + 10.00) = $555.37

D. Incorrect: $581.22: First deposit into the account

E. Incorrect: (581.22 + 330.67) = $911.89: Total amount of deposits

Answers to Applied Mathematics Level 5 Practice Set

Answer to Level 5 Sample Item 1:

To calculate Quik Call’s charge, convert 5 hours 3 minutes to minutes (60 × 5 = 300; 300 + 3 = 303

minutes) and then multiply this by the rate of 18¢ per minute, which equals $54.54. To calculate Econo

Phone’s charge, round 5 hours 3 minutes up to 5 hours 15 minutes and then convert the 15 minutes to ¼

or 0.25 hours. This value of 5.25 hours is multiplied by the rate of $7.90 per hour to obtain $41.48.

Compare the two costs, $54.54 and $41.48, and choose the lower cost, $41.48.

A. Incorrect: 5 hr × $7.90/hr = $39.50 (Econo Phone’s rate with time rounded down to 5 hours)

B. Correct: 5.25 hr × $7.90/hr = $41.48 (Econo Phone’s correctly calculated charge)

C. Incorrect: 5.3 hr x $7.90/hr = $41.87

D. Incorrect: 5 hr × 60 min/hr × 18¢/min = $54.00

E. Incorrect: (5 hr × 60 min/hr) = 300 min; 300 min + 3 min = 303 mins × 18¢/min = $54.54

(Quick Call’s charge correctly calculated but not the lower cost.)

Answer to Level 5 Sample Item 2:

First, recognize that “mark up” means to increase the price. Next, add the mark-up percentage (35%) to

the original percentage (100%) and multiply the sum (135%) by the original price of $1.80. Another

common method of solving this problem is to calculate 35% of $1.80 ($0.63) and add this to the original

price of $1.80 ($2.43)

A. Incorrect: 1.80 × 0.35 = $0.63

B. Incorrect: 1.80 + 0.35 = $2.15

C. Correct: 1.80 × 1.35 = $2.43 or 1.80 × 0.35 = $0.63, $1.80 + 0.63 = $2.43

D. Incorrect: 1.80 ÷ 0.65 = $2.77

E. Incorrect: Changed 35% to $3.50

Answer to Level 5 Sample Item 3:

First, multiply the time required to groom an average-sized dog (1 hr 15 min) by the number of average-

sized dogs to groom (3). Then, multiply the time required to groom a large dog (1 hr 45 min) by the

number of large dogs (2). Finally add the two times together.

A. Incorrect: 1 hr 15 min + 1 hr 45 min = 3 hrs

B. Incorrect: 3 x 1 hr 15 min = 3 hr 45 min

C. Incorrect: 5 x 1 hr 15 min = 6 hr 15 min

D. Correct: (1 hr 15 min x 3) + (1 hr 45 min x 2) = 7 hr 15 min

E. Incorrect: (1 hr 15 min x 2) + (1 hr 45 min x 3) = 7 hr 45 min

Answers to Applied Mathematics Level 6 Practice Set

Answer to Level 6 Sample Item 1:

First, convert 15

to 15.5 and 18

to 18.5 and multiply these two values to obtain the area of the room

in square feet. Next, divide this number (286.75) by the area covered by one box of tiles (25 sq. ft.).

Finally, round 11.47 boxes up to 12 boxes, as it is not possible to buy a fraction of a box of tiles.

A. Incorrect: 15

15.5 and 18

18.5; 15.5 × 18.5 = 286.75 sq ft; 286.75 sq ft ÷ 25 = 11.47

rounded down to11 boxes

B. Correct: 15

15.5 and 18

18.5; 15.5 × 18.5 = 286.75 sq ft; 286.75 sq ft ÷ 25 = 11.47

12 boxes

C. Incorrect: 15.5 + 18.5 = 34: Added the room dimensions

D. Incorrect: 15.5 + 18.5 + 25 = 59: Added all the dimensions given in feet

E. Incorrect: 15.5 × 18.5 = 286.75 rounded up to 287: the area of the room in square feet

Answer to Level 6 Sample Item 2:

First, calculate the time required to build one amplifier. Then, multiply this by the number of units to be

built and convert this value to hours and minutes.

A. Incorrect: 125 ÷ 30 = 4.17; convert to hours and minutes 4 hr 10 min

B. Correct: 30 ÷ 5 = 6 min/amp; 6 x 125 = 750 min 12.5 hr 12 hr 30 min

C. Incorrect: 30 ÷ 5 = 6 min/amp; 6 x 125 = 750 min 12.5 hr 12.50 hours interpreted as

12 hr 50 min

D. Incorrect: 5 × 125 = 625; 625 ÷ 30 = 20.83 hr 20 hr 50 min

E. Incorrect: 125 ÷ 5 = 25 hr

Answer to Level 6 Sample Item 3:

First, calculate the total number of miles driven (20), divide this number by the gas mileage of the truck (20

miles ÷ 8 miles/gallon), and finally, multiply this number by the cost per gallon (2.50 x $1.52).

A. Incorrect: (6 + 4 + 3 + 7) miles = 20 miles; 20 miles ÷ 8 miles/gallon = $2.50

B. Incorrect: (8 + 3 + 3 + 4) miles = 18 miles; 18 miles ÷ 8 miles/gallon × $1.52/gallon = $3.42

C. Correct: (6 + 4 + 3 + 7) miles = 20 miles; 20 miles ÷ 8 miles/gallon = 2.5 gallons; 2.5 gallons ×

$1.52/gallon = $3.80

D. Incorrect: 10 - 3.80 = $6.20

E. Incorrect: 10 - 2.50 = $7.50

Answers to Applied Mathematics Level 7 Practice Set

Answer to Level 7 Sample Item 1:

First, read the number of rejects for the production rate off the graph (24 rejects/500 caps) and use this value

to find the number of good caps per 500 caps made (476 good). The solution given below involves inserting

this value into a proportion and solving for x.

A. Incorrect: 2,400 - the number of good caps

B. Incorrect: 12 bad/300 made; 2,400 ÷ 600 = 4; 4 x 12 bad = 48 bad; 2,400 good + 48 bad =

2,448 caps

C. Correct: 24 bad/500 made; 500 - 24 = 476 good/500 made;

caps

476

2400

; x = 2,521.01 2,522

500

D. Incorrect: 29 bad/500 made; 500 - 29 = 471 good/500 made;

caps

471

500

2400

550.5

; x = 2,547.7 2,548

2400

E. Incorrect: 49.5 bad/600 made; 600 - 49.5 = 550.5 good/600 made;

2616 caps

Answer to Level 7 Sample Item 2:

600

; x = 2615.8

First, use

(3.14)(radius)

to calculate the volume (in cubic inches) of one ball (with radius = 4 inches).

This value will be 267.947 cubic inches. Next, multiply this value by the number produced: 267.947 ×

1,200 = 321,536 cu in. Finally, divide this value by the number of cubic inches per cubic foot to get the

answer: 321,536 ÷ 1,728 ≈ 186 cubic feet of resin used.

A. Incorrect:

= 67 cu in/ball; 67 × 1,200 = 80,400 ÷ 1,728 = 46.52 cu ft 47 cu ft

B. Correct:

(3.14)(4 in)

= 267.947 cu in/ball; 267.947 cu in × 1,200 = 321,536 cu in;

321,536 cu in ÷ 1,728 cu in/cu ft = 186.08 cu ft, rounded down to 186

C. Incorrect:

D. Incorrect:

(3.14)(4 in)

= 267.947 cu in/ball 268

= 267.947 cu in/ball; 267.947 cu in × 1,200 = 321,536 cu in;

321,536 cu in ÷ 144 = 2,233: used 144 for the number of cubic inches per cubic foot

E. Incorrect:

(3.14)(4 in)

= 267.947 cu in/ball; 267.947 cu in × 1,200 = 321,536 cu in: used

the number of cubic inches instead of cubic feet

Answer to Level 7 Sample Item 3:

First, look up the formula for the volume of a cylinder (πr

h). Next, divide the diameter (2.5 ft) by 2 to

find the radius (1.25 ft) and calculate the volume of the cylinder (9.81 cu ft). Finally, the volume must

be multiplied by 7.48, the number of gallons per cubic foot, to find the number of gallons remaining in

the tank (73 gallons).

A. Incorrect: Multiplied 2.5 × 2 × 7.48 = 37.4, then rounded to 37

B. Incorrect: Forgot to square 1.25; 3.14 × 1.25 × 2 × 7.48 = 58.72, rounded up to 59

C. Correct: 2.5 ÷ 2 = 1.25; 3.14 × (1.25)

× 2 = 9.81 cu ft; 9.81 cu ft × 7.48 gal/cu ft = 73.4 gallons:

round down to 73

D. Incorrect: (1.25 × 3.14)

× 2 × 7.48 = 230.47, rounded down to 230

E. Incorrect: 3.14 × (2.5)

× 2 × 7.48 gal/cu ft = 293.59 gallons, rounded up to 294: used

diameter

instead of the radius, then rounded up

ACT WorkKeys Reading for Information Assessment

Reading for Information is skill in reading and understanding work-related instructions and policies. Such

material, known as procedural text, differs from the explanatory and narrative text on which most reading

programs are based. In addition, unlike reading and content-area texts, which are usually organized to

make the reading easy to understand, workplace communication is not necessarily designed to be easy to

read. It may even be poorly or unclearly written. These differences can be drawbacks for many teachers

when reading and understanding much of the material they encounter on the job. There are five levels in

the Reading for Information skill scale, and the skills included can be loosely grouped into four categories:

Choosing Main Ideas or Details

Looking for main ideas and details is a common reading task. But, as mentioned previously, reading texts

encountered on the job differ from the selections most often used in reading programs. In such programs,

the main idea is generally found in the topic sentence at the beginning of a paragraph or occasionally in a

concluding sentence. However, written communication used on the job is often not constructed in such an

organized manner. Consequently, the teacher needs to be able to use clues other than placement to

identify the main ideas and important details.

Understanding Word Meanings

Although some basic vocabulary is involved in this skill area, the emphasis is on using context to

determine specific word meanings. The demands of the workplace progress from the need to know simple

words and identify definitions clearly stated in the reading to the need to use the context to determine the

meanings of more difficult words. Jargon, technical terminology, and words with multiple meanings are

used increasingly as the contexts become more complex.

Applying Instructions

Conveying instructions is the principal purpose of a great deal of workplace communication. Applying

instructions often involves sequencing and generalizing. As the levels become more complex, the instructions

contain more steps and conditionals are added. At Level 3, teachers need only to apply instructions to clearly

described situations; at the more complex levels, teachers must apply instructions to less similar, and

eventually, to new situations.

Applying

Information

and Reasoning

Often, for effective performance of a task, it is necessary for employees to apply information given in

workplace communications to similar or new situations, to predict consequences of certain actions, and to

understand the reasoning, which may or may not be stated, behind a policy. As in the previous category,

teachers may be asked to apply information and reasoning to clearly described situations at Level 3 and

Level 4 while, at the more complex levels, they must apply information and reasoning to similar and then

to new situations.

The practice set gives examples of the reading materials and questions on the ACT WorkKeys Reading for

Information test.

ACT WorkKeys Reading for Information Practice Set

This practice set can help you understand the ACT WorkKeys skill levels and give you practice for the

actual ACT WorkKeys assessment. However, remember that this exercise is not a full-length test and

is not a substitute for the actual ACT WorkKeys test and score.

The actual test consists of 33 questions and has a time limit of 45 minutes. Several questions may be

grouped together and relate to a single piece of reading material.

ACT WorkKeys Reading for Information is skill in reading and understanding written material on the

job. Some of the materials are memos, bulletins, letters, policy manuals, and regulations. The materials

may not always be clearly or well written. There are five levels of difficulty. Level 3 is the least

complex and Level 7 is the most complex. The levels build on each other, each incorporating the skills

assessed at the preceding levels. For example, at Level 5, individuals need the skills from Levels 3, 4,

and 5. The reading materials at Level 3 are short and direct. The material becomes longer, denser, and

more difficult to use as readers move toward Level 7. The tasks also become more complex as readers

move from Level 3 to Level 7. At Level 3, readers begin by finding very obvious details and following

short instructions. At the more complex levels, tasks can also involve more application and

interpretation.

Reading for Information Level 3

Individuals with Level 3 skills understand basic words and can identify main ideas. They understand

when to follow each step in a set of instructions and can apply the instructions to situations described in

the materials. Level 3 materials include listed instructions, simple company policies, and simple

announcements. They are short and straightforward, and contain basic vocabulary.

1. How must you hold the planting bar to dig a hole?

A. Across your foot

B. Beside the hole

C. Near the bottom edge

D. Straight up

E. Very hard

2. According to the instructions shown, what should you use to clean the wound?

A. AB ointment

B. A soft dry cloth

C. A soft wet cloth

D. A white cotton pad

E. Wound cleaner

MEMO

To:

From:

Re:

All businesses in Logan City Mall

Philip Charles, Logan City Mall Manager

New garbage collection rules

Logan City Mall has hired a new garbage collection company. Speedy

Sanitation, Inc. will be collecting garbage from all businesses

starting next Monday. Collection days will not change. The pick-up

time will be one hour

later

Each business will be given one blue garbage can to use. Each business

may ask for 2 extra garbage cans. You may have a total of 3 garbage

cans. You will not need yellow collection tags anymore. Full garbage

cans must weigh less than 30 pounds. Put your garbage in bags before

putting it in the garbage cans. Put your garbage cans in the alley

behind your business's back door.

3. Based on the memo shown, starting next Monday, what is the greatest number of garbage cans each

business will be allowed to have?

Reading for Information Level 4

Individuals with Level 4 skills can apply instructions to situations specifically described in the reading

materials. They can identify cause-effect relationships and define words by the context. Level 4

materials may include several details or describe processes involving several steps.

1. According to the memo, where should you put a book with the code RC 405?

A. After a book coded RA 410

B. After a book coded RC 410

C. Before a book coded RA 310

D. Before a book coded RC 310

E. On the special “new book” shelves

2. What should you do next if the customer says there are no stains on the clothes?

A. Check the clothes for stains.

B. Put a red sticky dot on the clothes.

C. Put the clothes in the cleaning bags.

D. Write the customer’s name on the order form.

E. Write “unknown stains” on the order form.

3. Bellevue Square is your usual stop. According to the instructions shown, after a snowstorm, you

should go to which stop?

A. Bellevue Square

B. Eastdale Mall

C. Olive Street

D. Spring Street

E. The Stadium

Reading for Information Level 5

Individuals with Level 5 skills can apply information from reading materials to situations that are similar

to those described in the materials. They can correctly understand written materials containing a

moderate amount of detail about a topic, such as a memo describing a company’s benefit package,

directions for new office procedures, or instructions for estimating prices. They can take several

considerations into account in order to choose the correct actions. Level 5 materials include moderately

detailed and complicated company policies, procedures, and announcements. They may contain

specialized words and phrases (jargon or technical language) and words with multiple meanings.

1. According to the policy shown, what should you do if you lose the authorization sticker?

A. Send a request for a return authorization along with the rejected part directly to the

manufacturer’s shipping address.

B. Send a request for return authorization along with the rejected part directly to the

manufacturer’s corporate address.

C. Repeat the standard procedure to obtain a new letter, authorization, sticker, and closing date.

D. Use a sticker from another company’s folder.

E. Send the rejected part to your sales representative.

2. You must schedule staff members to tend your booth. Based on the memo shown, what is the

minimum time you need to cover?

A. One full day and two part days

B. One full day, one morning, and depending on security issues, one afternoon

C. Two full days

D. Two full days and two part days

E. Two full days, one morning, and depending on security issues, one afternoon

3. You are traveling on TCA business and are visiting nearby relatives when a hailstorm strikes and

damages your rental car. According to the memo, who will most likely pay the damages?

A. TCA

B. TCA’s liability insurance

C. The rental agency

D. You will have to pay out of your own pocket

E. Your personal insurance

Reading for Information Level 6

Individuals with Level 6 skills can read and understand complex documents and generalize from the

materials to new situations. They can correctly apply complex instructions from these materials and

understand the rationale behind policies and procedures described in the materials. Level 6 materials

may include complex regulatory and legal documents, and rental agreements, and the information in

them may not be clearly stated.

1. A farmer’s fence has three barbed wires attached to posts spaced two rods apart with two stays

between posts. The top wire is forty-nine inches in height. The bottom wire is ten inches above the

ground. Based on the regulation shown, why is the fence NOT lawful under Section 113.18?

A. The fence must have four wires, two smooth and two barbed.

B. The fence posts should be spaced closer together.

C. The top wire should be higher.

D. There should be more stays.

E. The bottom wire should be higher.

5. STAFF CONCLUSIONS

5.1 SIGNIFICANT ENVIRONMENTAL IMPACTS

Below are listed those impacts that the staff judges could be of sufficient magnitude to

considered significant if the proposed or alternative actions were implemente

5.1.1. Proposed

Proj

ect

Without proper timing of construction, the physical disruption of spawning,

inc

ubation,

and rearing of salmon and steelhead trout would occur periodically during the

27-month

construction period

;

Without effective erosion control methods, turbidity and sedimentation of

salmon,

steelhead trout, and shellfish spawning, incubation, and rearing habitats could

ntin

beyond the 27-month

period;

Depending on operation of the sluice gate, the release of clear water and

ubsequent

increase in sedimentation transport capacity would change channel morphology,

causing

deterioration of salmon, steelhead trout, and shellfish spawning and rearing

habitat;

Without adequate gravel replacement, the interception of bedload material and

subsequent loss of natural gravel recruitment would cause degradation of the

spawning

beds;

5.1.2. Alternative Design, Configuration

The significant environmental impacts for Configuration 1 would be the same as

those

listed above for the proposed project with the following

excep

tion

Without adequate gravel replacement, the interception of bedload material and

subsequent loss of natural gravel recruitment would cause degradation of spawning

beds;

however, natural gravel recruitment would resume sooner than under the

propo

project because of reduction in the height of the

dam;

Reduced streamflow in the diversion reach would affect 0.8 mile of steelhead

abitat

and no salmon

hab

itat;

False attraction of salmon and steelhead trout and subsequent migration delays and

prespawning mortalities would be lessened (in comparison with the proposed

ect

)

by relocation of the main powerhouse at RM

1.9.'

Conclusion

to report (Hamma Hamma Hyd roelectric Project, FERC No. 3178. Draft Environmental Impact

Statement.

[Washingto

DC: Office of Hydropower Licensing, Federal Energy Regulatory Commission

April 1985],

1.)

2. You must recommend either the proposed or alternative action based on this report. If you use the

design that includes lowering the height of the dam, how will it benefit the fish?

A. Incubation will occur periodically.

B. No fish would die before reproducing.

C. Sluice gate concerns would be removed.

D. Spawning beds will be damaged less.

E. Turbidity will occur periodically.

Standard Mail

(B)

General --- Mailers not already doing so will have until January 10, 2000,

place the current required subclass markings "Bound Printed Matter," "Special

Standard," and "Library Mail" (or their authorized abbreviations) in the postage

area.

Parcel Post --- Except for mail qualifying for a drop shipment rate, mailers

will

be given a one-year grace period, until January 10, 2000, to print the

Parcel

Post" or "PP" markings in the postage area. Effective January 10, 1999,

drop

shipment mail must show the "Parce

Post" or "PP" marking in the postage

area and the marking "Drop Ship" or "D/S" in either the postage area or on the

line above or two lines above the address. An exception is that current DBMC

rate mailers using the "D

BMC Parcel Post" or "DBMC PP" markings

may

continue to do so until January 10, 2000.

The "Bulk Parcel Post" marking will be eliminated and so will the requirement

show in the indicia or as part of a DBMC rate marking the 5-digit or 3-digit

ZIP Code

of the post office of mailing when postage is paid with permit imprint

and other conditions are met. Mailers will have until January 10, 2000,

remove these markings.

Marking Changes for Bound Printed Matter --- Required January

2000,

the marking "Bulk Rate" or "Bik.Rt." on Presorted Bound Printed Matter will

replaced with "Presorted" (or "PRSRT") or at the mailer's option

Presorted

Standard" (or "PRSRT STD"). Mailers at Carrier Route Bound Printed Matter

rates will, in addition to the required "Bound Printed Matter" marking,

required to show only the "Carrier Route Presort" or "CAR-RT SORT" marking.

Required markings must be placed i

n specific areas on the mailpiece

(the

"Bound Printed Matter" marking must be in the postage area and

Presorted,

"Carrier Route Presort," or authorized abbreviations must appear either in

the

postage area or in the line above or two lines above the address).

The

"Catalog" or "Catalog Rate" marking is eliminated and mailers will have

until

January 10, 2000, to remove this marking from their

pie

ces.

(Excerpted

from

UST

ENOUG

...

STAY STRONG AND TO BE BETTER THAN

EVER

999 RATE CASE

IMPLEMENT

OVERVIEW from THE UNITED STATES POSTAL

SERV

CE.

)

3. According to the policy shown, after January 10, 2000, on your company’s carrier route bound

printed matter, you will write “Bound Printed Matter,” “Carrier Route Presort” and:

A. nothing else.

B. “Blk. Rt.”

C. “CAR-RT SORT.”

D. “Catalog Rate.”

E. “Special Standard.”

Reading for Information Level

Individuals with Level 7 skills can figure out the underlying principles from these documents and

apply

them to very different situations. They can understand unfamiliar terms

from

the context. Level

materials are densely detailed passages, such as excerpts from complex regulatory and legal documents.

They contain difficult concepts and complicated procedures. The language includes undefined

jargon

and technical terms.

Section 108

a) Notwithstanding the provisions of Section 106, it is not an infringement

of copyright for a library or archive, or any of its employees acting within

the scope of their employment, to reproduce no more than one copy

phonorecord of a work, or to distribute such copy or phonorecord under

the conditions specified by this section if

1) the reproduction or distribution is made without any purpose

direct or indirect commercial advantage;

2) the collections of the library or archive are (i) open to the public,

(ii) available not only to researchers affiliated with the library

archive or with the institution of which it is a part, but also

other persons doing research in a specialized field; and

3) the reproduction or distribution of the work includes a notice

copyri

ht.

b) The rights of reproduction and distribution under this section apply to a

copy or phonorecord of an unpublished work duplicated in facsimile form

solely for purposes of preservation and security, or for deposit

for

research use in another library or archive of the type described by clause

(2) of subsection (a), if the copy or phonorecord reproduced is currently

in the collections of that library or archive

c) The right of reproduction under this section applies to a copy

phonorecord of a published work duplicated in facsimile form solely for

the purpose of replacement of a copy or phonorecord that is damaged

deteriorating, lost, or stolen, if the library or archive has, after a

reasonable effort

determined that an unused replacement cannot be

obtained at fair cost.

1. Based on the information given, which of the following conditions would prohibit a city employee

from photocopying an unpublished manuscript?

A. If the city library is accessible to any and all citizens and researchers

B. If the city library’s original copy of the manuscript is in danger of damage through use

C. If the employee makes only one copy of the manuscript as a secure transcription

D. If the photocopy is to be sent to a public research library that does not have a copy of the

manuscript

E. If the photocopy would not produce any income for the city library

2. You are a contracting officer and your agency is interested in purchasing software that is an unlisted

product. According to the regulations, can you purchase this product?

A. No, only listed products may be purchased.

B. No, the software must be upgraded first.

C. Yes, if any part of the software package is Year 2000 compliant.

D. Yes, if the product warranty includes a guarantee of utility and worth.

E. Yes, if you examine and find that the software is not defective in any way.

3. According to the contract, as a consultant, which of the following is NOT your responsibility?

A. Cover all tax liability for a clerk that you hire to help you on a job analysis that the Contractor

has hired you to conduct on your own.

B. Guarantee that the Contractor cannot be sued for a mistake made by you while assisting a

Contractor representative to perform a job analysis.

C. Limit preparation for a particular job analysis study to one day or less.

D. Notify the Contractor that you are included in a legal complaint by a client’s employee

concerning an equal opportunity violation.

E. Provide insurance to cover the company’s video equipment that you broke accidentally during

job analysis.

Answers to Reading for Information Practice

Set

Answers to Reading for Information Level 3 Practice

Answer to Level 3 Sample Item 1:

A. Incorrect: Your foot is supposed to be on the crossbar, but the planting bar itself is to be held

straight up.

B. Incorrect: You lay the bar on the ground beside the hole after the hole is dug.

C. Incorrect: The bottom edge of the bar is to be against the ground; this is not where you hold the

planting bar.

D. Correct: You are to hold the planting bar straight up while digging a hole.

E. Incorrect: You push down hard with your foot to dig the hole and you hold the bar with both

hands but very hard is not part of holding the bar.

Answer to Level 3 Sample Item 2:

A. Incorrect: AB ointment is applied after the wound has been washed.

B. Incorrect: A soft dry cloth is used to spread the ointment after the wound has been washed.

C. Correct: A soft wet cloth is used with soap and water to wash the wound.

D. Incorrect: The white cotton pad is used to cover the wound after it has been washed and treated

with ointment.

E. Incorrect: The wound is to be cleaned using the soap and water. Wound cleaner is never

mentioned.

Answer to Level 3 Sample Item 3:

A. Incorrect: Each business will initially be given 1 garbage can, but may request 2 more.

B. Incorrect: Each business may request 2 additional cans, for a total of 3.

C. Correct: The memo states, You may have a total of 3 garbage cans.

D. Incorrect: This number is not mentioned in the memo.

E. Incorrect: Each garbage can must weigh less than 30 pounds when full.

Answers to Reading for Information Level 4 Practice Set

Answer to Level 4 Sample Item 1:

A. Correct: RC comes alphabetically after RA and, therefore, the number is irrelevant.

B. Incorrect: Both books are RC and 405 comes before, not after, 410.

C. Incorrect: RC comes alphabetically after RA and, therefore, the number is irrelevant.

D. Incorrect: Both books are RC and 405 comes after, not before, 310.

E. Incorrect: Only books with blue dots are put on the new books shelves.

Answer to Level 4 Sample Item 2:

A. Incorrect: You are to ask the customer if there are stains, not check for them yourself.

B. Incorrect: Red sticky dots are used to identify stains; if there are none, no dots would be put on

the clothes.

C. Correct: After asking about stains, the clothes are to be put in the bags behind the counter for

cleaning.

D. Incorrect: Writing the customer’s name on the order form is done after the clothes are put in the

cleaning bags.

E. Incorrect: Unknown stains refers to the type of stain, not the customer’s response that there are

no stains.

Answer to Level 4 Sample Item 3:

A. Incorrect: The notice states that the bus will not stop at Bellevue Square after a snowstorm.

B. Correct: The notice states that, after a snowstorm, The bus will not stop at Bellevue Square or

the Stadium. Employees usually boarding at those places will be picked up at the Eastdale Mall

stop.

C. Incorrect: Olive Street will be closed after a snowstorm, and people usually picked up at that stop

will have to walk to Spring Street.

D. Incorrect: People who are normally picked up on Olive Street will have to walk to Spring Street

after a snowstorm.

E. Incorrect: The notice states that the bus will not stop at the Stadium stop after a snowstorm.

Answers to Reading for Information Level 5 Practice Set

Answer to Level 5 Sample Item 1:

A. Incorrect: Although it is correct that returned boxes should be sent to the manufacturer’s shipping

address, the box will be refused if it does not have an authorization sticker.

B. Incorrect: Returned boxes should not be sent to the manufacturer’s corporate address, and the

box would be refused without an authorization sticker.

C. Correct: The passage states, If you do not attach the provided sticker, your returned box will be

refused by the manufacturer as unauthorized, and you will need to obtain a new letter,

authorization, sticker, and closing date. Therefore, if you lose the original authorization sticker,

you will have to repeat the standard procedure to get a new letter, etc.

D. Incorrect: An authorization sticker from another company would not have the correct

authorization number from the manufacturer’s sales representative.

E. Incorrect: The sales representative provides the authorization number, but the rejected part goes

to the manufacturer’s shipping address after the authorization sticker has been received. The

rejected parts do not go to the sales representative.

Answer to Level 5 Sample Item 2

A. Incorrect: The exhibit will be open both Monday and Tuesday, plus Sunday afternoon and

Wednesday morning.

B. Incorrect: The exhibit will be open both Monday and Tuesday, plus Sunday afternoon and

Wednesday morning. Also, the letter doesn’t indicate that the whole Sunday afternoon exhibit

may be canceled because of security, just that the ending time may change.

C. Incorrect: This ignores the Sunday afternoon and Wednesday morning sessions.

D. Correct: This includes Sunday afternoon, Monday, Tuesday, and Wednesday morning.

E. Incorrect: The letter doesn’t indicate that the whole Sunday afternoon exhibit may be canceled

because of security, just that the ending time may change.

Answer to Level 5 Sample Item 3

A. Incorrect: TCA would not cover it in any case because the car was being used at the time for

personal business.

B. Incorrect: Liability involves a third, which does not apply here, and this is personal travel as well.

C. Correct: This is assumed because the rental agencies generally do not hold the renter responsible

for loss of or damage to the car resulting from accidental fire or acts of nature as long as the

employee is not in violation of the agreement at the time of the incident.

D. Incorrect: The rental agency covers acts of nature.

E. Incorrect: Your insurance is only required in liability instances.

Answers to Reading for Information Level 6 Practice Set

Answer to Level 6 Sample Item 1:

A. Incorrect: Four wires, two smooth and two barbed, are an option, not a requirement. According

to paragraph 3, a fence may have three barbed wires OR four wires, two barbed and two smooth.

B. Incorrect: The posts do not need to be closer. According to paragraph 3, the posts can be up to

two rods apart, and the posts for the described fence are two rods apart.

C. Incorrect: The top wire does not need to be higher. According to paragraph 3, the top wire is to

be from forty-eight to fifty-four inches high, and the top wire for the described fence is forty-nine

inches high.

D. Incorrect: The fence does not need more stays. According to paragraph 3, there must be at least

two stays between the posts, and the described fence has two stays between the posts.

E. Correct: The bottom wire should be higher. According to paragraph 3, the bottom wire should

be from twelve to eighteen inches above the ground. The bottom wire of the described fence is

only ten inches above the ground.

Answer to Level 6 Sample Item 2:

A. Incorrect: This will occur periodically either way. The report is concerned with disruption of the

incubation process.

B. Incorrect: While prespawning mortalities would be lessened under the alternative design, this

foil’s promise is not guaranteed.

C. Incorrect: There is no mention of this removal under the Alternative Design, so therefore it

remains the same as Configuration 1.

D. Correct: The alternative design would affect no salmon habitat.

E. Incorrect: The proposed project creates worries about extended turbidity; the alternative design

does not list an exception to this concern.

Answer to Level 6 Sample Item 3:

A. Correct: The current Bulk Rate will be eliminated. This is carrier route bound printed matter so

you are required to show only the Bound Printed Matter marking and Carrier Route Presort or

CAR-RT SORT.

B. Incorrect: Blk. Rt. marking will be eliminated for mailers using carrier route Bound Printed

Matter rates.

C. Incorrect: You have already written Carrier Route Presort, so CAR-RT SORT is not necessary.

D. Incorrect: Catalog Rate will be eliminated.

E. Incorrect: Bound Printed Matter is a different subclass than Special Standard, so the two

markings would not be used together.

Answers to Reading for Information Level 7 Practice Set

Answer to Level 7 Sample Item 1:

A. Incorrect: This condition is acceptable. According to subsection a), clause 2), one of the

conditions for permissible copying of any work is that the library be public and/or open to various

researchers.

B. Incorrect: This condition is acceptable. According to subsection b), making a copy of an

unpublished manuscript is permissible if the copy is being made for the sake of preservation. If

the original is in danger of being damaged through use, then an additional copy would be justified

for the sake of preservation.

C. Incorrect: This condition is acceptable. According to subsection b), making a copy of an

unpublished manuscript is permissible if the copy is being made for the sake of security.

D. Correct: This condition is NOT acceptable. According to subsection b), copies of unpublished

manuscripts may be sent to another research library only if that research library already has a

copy of the manuscript.

E. Incorrect: This condition is acceptable. According to subsection a), clause 1), one of the

conditions for permissible copying of any work is that no commercial advantage will be gained

through the copying.

Answer to Level 7 Sample Item 2:

A. Incorrect: In the second paragraph, you are reminded to adhere to Federal regulations if you

purchase unlisted products, so that is not prohibited.

B. Incorrect: According to the first paragraph, if you require the software to be upgraded by an

appropriate date before 2000, you can purchase it.

C. Incorrect: The software itself must not only be completely compliant, but it must work in

compliance with other information technology.

D. Correct: According to the second paragraph, if merchantability and fitness for use are waived

and not included in the offeror’s commercial warranty, you must get an express warranty for

unlisted products to cover this, implying that products which do guarantee these things are okay.

E. Incorrect: Software might not have any defects and still not be compliant.

Answer to Level 7 Sample Item 3:

A. Incorrect: The consultant is responsible for taxes for his or her own employees.

B. Incorrect: The consultant must indemnify the Contractor against any and all claims….

C. Incorrect: The consultant is cautioned that he or she will only be paid for up to one day of

preparation so this should be a self-imposed limit.

D. Correct: The Contractor is obligated to notify the consultant, not the other way around.

E. Incorrect: The consultant is responsible for insurance on herself or himself.

Writing

Test

Description

The ACT WorkKeys Writing test measures the skill individuals use when they

write an original response to a work-related situation. Components of the

Writing skill include sentence structure, mechanics, grammar, word usage,

tone and word choice, organization and focus, and development of ideas.

The main requirement of workplace writing is clarity. Employers want their employees’

written communications to be direct, grammatically correct, and easy to read. Careless

errors may lead the reader to believe there are also errors in the facts, and the writer loses

credibility and trustworthiness. ACT WorkKeys Writing requires standard business

English, defined as writing that is direct, courteous, grammatically correct, and not overly

casual.

There are five skill levels assigned to test responses. Level 1 is the least complex and

Level 5 is the most complex. At each new level, individuals need to demonstrate more

competency than they do at the previous levels. For example, Level 3 builds upon the

skills used at Levels 1 and 2. With the increased skill required at each level, the writing

that individuals produce communicates more clearly and smoothly as they move to

Level 5. At the same time, errors become less frequent and less serious.

Test Taking

Tips

(The Writing Assessment)

During the Writing assessment, you will be asked to read a short description of a

workplace situation and then write your response to that situation.

Listen to the instructions

Listen to the verbal instructions provided before testing starts and read the instructions

provided in the test booklet.

Use complete sentences.

Make sure each sentence has a subject and a verb. Remember—the important thing is

clarity. Avoid run-on sentences (two sentences that are not separated by punctuation or

capitalization) and strings of sentences connected by “and.” Using a variety of sentence

structures is encouraged.

Check your spelling, punctuation, grammar, and word usage.

Correct spelling, punctuation, grammar, and word usage are all essential to conveying a

clear message.

Use appropriate language, tone, and style.

Language, tone, and style should be appropriate to the business situation. Your writing

should not contain slang.

Arrange the information into an organized, well-developed composition.

Your ideas should be presented in a logical order using well-organized sentences and

paragraphs. Your ideas should be supported with good examples and specific details.

Review your work.

If you have extra time during the test, you may go back and read over your response.

Watch for incomplete sentences, missing words, and missing punctuation. If using

paper and pen for the practice test, you may change part of your response by neatly

crossing out anything that you wish to delete.

ACT WorkKeys Writing Practice

Test

Materials Required for the Practice Test

You will need a timer.

This practice test can help you understand the ACT WorkKeys skill levels and give

you practice for the actual ACT WorkKeys assessment. However, remember that

this exercise is not a substitute for the actual ACT WorkKeys assessment and

score. When you have finished, look at the scoring guide, the level descriptions,

and the sample responses to estimate the score on your response.

The following represent the directions for the actual Writing assessment, which consists of

1 prompt and has a time limit of 30 minutes:

DIRECTIONS: Before you begin writing, read the assigned topic carefully to

understand exactly what you are being asked to write. Be sure your writing

focuses on the topic and is written in a businesslike tone and style.

Develop your ideas as completely as possible, and organize your responses as

well as you can. Give reasons and use examples to support your ideas. Write

clearly and in complete sentences.

Your writing sample will be scored on focus, content, organization, business-

appropriate tone, style, and mechanics. You may not use any reference

materials during the test.

ACT WorkKeys Writing Practice Test

Set the timer for 30 minutes and begin the practice test:

Your workplace has quarterly employee meetings in which job-related

concerns are discussed. One week before the meeting, employees are

encouraged to write about their job-related concerns in a letter and

send it to the meeting chairperson. Write about a job-related concern

that you have and suggest how your employer could deal with it.

When you are finished writing or the 30 minutes are up, whichever comes first,

compare your writing to the Scoring Guide and Sample Responses on the following

pages.

Scoring and

Samples

for

the

Writing Practice

Test

Writing Scoring Guide

Score 0

Off-topic, offensive or strongly inappropriate language (may include profanity and/or

threats), or written in a language other than English.

Score 1

A paper at this level has little or no development or support. Any development is

extremely simple and/or repetitive. No organization is evident. Sentences lack variety,

and construction errors seriously impede understanding. Word choice is poor and

interferes with communication. The style and tone are inconsistent with standard

business English. Errors in grammar and mechanics are frequent, severe, and seriously

interfere with communication.

Score 2

A paper at this level has thinly developed ideas that are not expanded and may be

presented as a list. Although some organization is evident, the focus is unclear and/or

inconsistent. Few or no transitions are used. Sentences are often simple or repetitive,

with some noticeable errors in construction. Word choice is limited, often repetitive, and

sometimes incorrect. The style and tone may be inconsistent with standard business

English. Significant errors in grammar and/or mechanics interfere with communication.

Score 3

A paper at this level has adequate development of ideas but is limited in depth and

thoroughness. Supporting examples tend to be general and details are relevant, but they

may be repetitive. The writing is generally organized but may have minor lapses in

focus. Transitions are simple. Sentences are usually correct, with some variety and

complexity attempted. Word choice is generally clear and correct but may be repetitive

and/or informal. The style and tone are consistent with standard business English but

may be overly casual. Some errors in grammar and mechanics are apparent but do not

interfere with communication. Basic spelling is correct.

Score 4

A paper at this level has most of the ideas well developed with relevant supporting

examples and details. The writing is organized and maintains consistent focus.

Transitions are effective, if not especially varied. Sentences are generally varied in

length and complexity. Word choice shows some precision and variety. The style and

tone are consistent with standard business English. Relatively minor and/or infrequent

errors in grammar and/or mechanics do not interfere with communication.

Score 5

A paper at this highest level has well-developed ideas elaborated with relevant supporting

examples and specific details. The writing shows insight. The organization is smooth

and maintains clear and consistent focus from beginning to end. Transitions are varied

and effective, creating a seamless flow of ideas. Sentences are varied in length and

complexity. Word choice is precise and varied. The style and tone are appropriate for a

business setting. Minor and/or infrequent errors in grammar and/or mechanics, if present,

do not interfere with communication.

Sample

Responses

Level 1 Sample Response:

Everymorning when walk step over creck. company parking lot where I work.

Have see other workers trip thier befour. Wood you lik to step in this crap every

day!!! Theres another buiding to Get this fixed some gets hurt. For saftey reson

Indications that this is a Level 1 response:

•

Sentence construction errors hinder understanding. The majority of the writing

consists of sentence fragments or run-on sentences.

Sentence fragment example: Does company parking lot where I work mean that the

writer works in the parking lot, perhaps as a parking attendant or does it mean the

crack (creck) is in the parking lot that the employee uses at work?

Run-on sentence example: Theres another buiding to Get this fixed before some gets

hurt. Does the writer mean that there is a sidewalk crack near another building too?

Or will this problem be repaired in another building? Note that the capitalization of

the word Get does signal that the writer most likely intended to start a new sentence

here.

•

Errors in grammar and mechanics are frequent and interfere with communication.

Errors include misspellings such as everymorning, creck, thier, befour, wood, lik,

buiding, saftey; missing capitalization at the beginning of the second sentence; a

missing apostrophe (theres), missing punctuation, and a problem with verb tense

(have see should be have seen).

•

There are errors in word usage (thier should be there in Have see other workers trip

thier befour, wood should be would in Wood you lik to step in this, and to should be

too in Theres another buiding to).

•

The tone is inconsistent with standard business English (wood you lik to step in this

crap every day!!!).

•

The writing lacks organization. The response has no transitions or paragraph breaks

and seems to skip around.

•

Although there is an attempt to communicate ideas, there is only simple development.

The response attempts to present basic thoughts about the need to fix something

(either crecks or crap) before someone gets hurt. The writer could expand the

development by adding a description of the problem, giving information about

location and size. Such a description would support the writer’s view that something

needs to be done.

Level 2 Sample Response:

I dont mean to complane to complete my job good I must tell my problems to you

in this letter and hope you will talk at are next meeting

Other employes in the area. Always chatinng next to my area making it hard for

me to consentrate on my work and get anything done rite some employes play

there radios to loud breaking my chains of thought.

Often the hall way is nonwork convirsation. I dont mean to complane. Im glad

folks here are freindly and enjoy company but Id like manageers to sugest that

employes go to the brakroom if they want to enjoy a convirsation about nonwork

For some employes, music helps them consentrate on there work. For me myself

the nieghbor workers radio playing in the back ground is annoying and

distracting. I aint the only who has this problem. I dont mean to complane.

Id think that you would want to fix these problems so all workers can do a better

job at there work and make more money for the company. Afteral we are all

workin here so the company makes money so we can make money. Making

money the reeson for having a company in the 1

place you wanting are

company to do a good job at making money you really needs to get cracking

about these things or else we are going to be going in the ground big time Im

afraid. I hope you will give it a go. About my problems at our next meeting

thanks.

Indications that this is a Level 2 response:

•

The sentences are somewhat repetitive (the phrase I dont mean to complane is used

three times). There are some sentence construction errors, including sentence

fragments and run-on sentences:

I dont mean to complane to complete my job good I must tell my problems to you in

this letter and hope you will talk at are next meeting

Other employes in the area. Always chatinng next to my area making it hard for me to

consentrate on my work and get anything done rite some employes play there radios

to loud breaking my chains of thought.

Making money the reeson for having a company in the 1

place

you wanting are company to do a good job at making money you really needs to get

talking about these things or else we are going to be going in the ground big time Im

afraid.

About my problems at our next meeting thanks.

•

Errors in grammar and mechanics interfere some with communication. Errors include

misspellings such as complane, hall way, employes, chatinng, consentrate, rite,

convirsation, freindly, manageers, sugest, brakroom, nieghbor, aint, afteral, workin,

and reeson; the subject-verb disagreement such as you really needs to get cracking;

and missing apostrophes in dont, Id, and Im.

•

Word usage problems include the incorrect use of are instead of our and there instead

of their.

•

The style, tone, and language are inconsistent with standard business English. The

use of the phrases I aint the only one who has this problem, you really needs to get

cracking, going in the ground big time, give it a go, and using the number 1

instead

of first makes the tone overly casual.

•

The writing has some organization, but the focus is unclear. For example, the first

two paragraphs should be combined to introduce the topic. Simple transitions are

used and are limited to and, if, and but.

•

The ideas presented are general and not expanded. The writer states that excessive

talking and loud radios are a problem, but there are no details added to develop and

support these ideas.

Level 3 Sample Response:

Believe it or not, every year I have parents whom call the school office and do not

want their child to help with the annual chocolate sales for one reason or another.

I tell them that it is an annual fund raser we do to raise money for the library but

some still do not want to participate and complain more. So I tell them that it is

fine no one forcing them, but they are already upset by then.

Some parents don’t like the idea that their kids are promoting candy as they say

they have tried to keep candy away from their kids for health reasons now here

we want them to sell it. Other parents do not like the idea that the kids have a

box of chocolate bars to carry around. Some say they know the kids by a couple

chocolate bars themselves every day to munch on. A couple parents have even

had boxs of chocolates melt all over the seats of their cars – they of course call

and complain that it is the schools fault and I have to listen to it.

I know it is a good fund raser for the school library but I am sick of handing these

calls every year and would like to see the program ended. The parents

sometimes call and complain about other things their kids sell too but this is the

worst one. They just have so many reasons why they don’t like the candy selling.

Maybe the library can find something else for students to sell.

Indications that this is a Level 3 response:

•

Sentence structures are usually correct despite some run-on sentences (Some parents

don’t like the idea that their kids are promoting candy as they say they have tried to

keep candy away from their kids for health reasons now here we want them to sell it).

The writer does attempt some variety in sentence structure.

•

There are some errors in grammar and mechanics, but they do not interfere with

communication. Spelling is generally correct except for fund raser, handing, and

boxs. Other errors include missing the word is in fine no one forcing them and a

missing apostrophe in schools fault.

•

Word choice is generally clear and correct but is repetitive. For instance, the word

complain is used too many times. The word whom in the first sentence should be

who. The word by should be buy in the third sentence of the second paragraph.

•

The language does not contain slang or rude language, although it is somewhat casual

(Believe it or not, munch on, and I am sick of).

•

The writing is generally organized, and simple transitions are used (and, so, and but).

•

Ideas are adequately developed but are limited in depth and thoroughness. The idea

that some parents do not want their children to sell chocolate is relayed, but there is

limited development as to why the parents do not want their children selling

chocolate. The writer also misses a good opportunity to develop ideas and

suggestions for replacing the chocolate sales. The supporting examples that are

included are relevant, but the main point the writer wants to relay is not delivered

until the last paragraph: I am sick of handing these calls every year and would like to

see the program ended.

Level 4 Sample Response:

Requiring employees to pay forty percent more in health insurance, with only a

one-month notice is unprecedented. As a supervisor, I fear that some of my

employees will not be able to afford this change in their monthly budget on such

short notice. I hope that you will consider giving the employees a six-month

notice so they can prepare for the increased cost. Another alternative would be

to increase the cost on a gradual basis over the next year. At the very least,

please do not start implementing the new plan in January when employees are

recovering from the holiday shopping season expenses.

The first considereation, the six-month notice, would allow employees to adjust

their family budgets in preparation for the increase in health insurance

expenditures. Employees could start saving now, so that when their monthly

payments escalate, they will be prepared. I think a few employees would

probably consider switching over to their spouses’ insurance plans. A six-month

notice would give them a sufficient amount of time to make decisions that suit

their needs. Of course, some employees might want to explore the option of a

private insurance carrier also.

Another thing to do would be to gradually increase the health insurance

payments over the next year. Perhaps you could give employees a two-month

notice, then gradually increase the monthly payments. I realize that this might

generate additional accounting; however, enough employees would benefit to

justify the extra bookkeeping.

Above all please do not start the new plan in January right after the busy holiday

shopping season. If you must establish the new plan soon, I think you should

start it in February. Employees are just getting their holiday bills paid in January.

I recognize that the rising cost of health insurance is not an expenditure the

company can absorb on a long-term basis. Nevertheless, I ask that you weigh

the alternatives that I have suggested to make the transisition better for our

employees. Your considereation of this matter is appreciated.

Indications that this is a Level 4 response:

•

Sentences are generally varied in length and complexity.

•

Infrequent errors in grammar and/or mechanics do not interfere with communication.

The spelling is generally correct; the only misspellings are considereation and

transisition. The first sentence of the first paragraph does not require a comma

(between insurance and with). A comma is missing from the first sentence of the

fourth paragraph (after above all).

•

Word choice shows some precision and variety. Words such as unprecedented,

alternative, insurance expenditures, a private insurance carrier, establish, and an

expenditure the company can absorb show precise and varied language.

•

The tone is consistent with standard business English.

•

The writing is organized and maintains consistent focus. Transitions are effective

(The first considereation, another thing, however, above all, and if).

•

The first idea regarding a six-month notice is well developed with relevant supporting

examples and details. The two other ideas about gradually increasing the health

insurance payments and not starting a new plan in January are expressed, but their

development is somewhat limited.

Level 5 Sample Response:

Upon reviewing the schedule for the quarterly employee meetings, I noticed that

they are planned from two o’clock until three-thirty on Friday afternoons. In my

opinion, Friday afternoon isn’t a good time for such meetings, even if it’s only four

times a year. In this letter, I will explain my reasons as well as suggest an

alternate meeting schedule. Friday afternoons are very hectic for some

departments, fewer employees are at work on Fridays, and recent studies

indicate that the most productive meetings are held in the morning and are

limited to one hour.

First, Friday afternoons are the most demanding time of the week for some

departments. The packaging and shipping department employees work

frantically to meet the early Friday afternoon shipping deadline imposed by most

of our carriers. Halting the process so employees can attend such meetings will

result in some orders being delayed until Monday, which may not serve our

business well. For the sales department, it’s their last chance to call those hard-

to-reach customers who need answers this week. If they make anxious

custo

mers wait over the weekend, those customers generally seek other

suppliers. From my sales experience, I expect that Friday afternoon meetings

would result in our sales staff losing two customers per meeting.

In addition, because most of our part-time employees do not work on Friday, the

number of meeting participants will automatically be reduced for Friday meetings.

Furthermore, employees who do not have Friday deadlines occasionally take

vacation on Fridays. Given that management wants employees to participate in

the meetings, the Friday schedule does not correlate with this corporate goal.

The workdays with the greatest employee presence are Tuesday, Wednesday,

and Thursday. I recommend holding the meeting on one of those days.

Whats more, a recent university study suggests that the best time to hold

meetings is in the morning. The study revealed that the average individual

generally absorbs more information and contributes more in the morning than in

the afternoon. It also suggested that the ideal meeting should not exceed one

hour because people begin to lose interest after that.

In summary, Friday afternoons are not ideal times to schedule employee

meetings. It would be impracticle for some departments to participate, thus

hurting the entire company. In addition, employee attendance is lowest on

Fridays, reducing meeting participation. Furthermore, studies indicate that

meetings are most productive when held in the morning and limited to one hour.

In light of this, please consider rescheduling the meetings to Tuesday,

Wednesday, or Thursday mornings and limiting each one to one hour in length.

Indications that this is a Level 5 response:

•

Sentences are varied in length and complexity.

•

Infrequent, minor errors in grammar and/or mechanics do not interfere with

communication. Errors include the misspelling of impracticle and an apostrophe

missing from whats more.

•

Word usage shows considerable precision and variety (most demanding, frantically,

halting, anxious, automatically, presence, correlate, revealed, and impracticle).

•

The style and tone are consistent with standard business English.

•

The writing is well organized and maintains clear and consistent focus from

beginning to end. The first paragraph introduces the ideas, the middle paragraphs

provide examples and details, and the concluding paragraph summarizes the entire

response. Transitions such as first, in addition, whats more, furthermore, and also

create a seamless flow of ideas.

•

The three ideas are well developed with relevant supporting examples and specific

details. The three ideas are about Friday afternoon being the most demanding time

for some departments, employee attendance being low on Fridays, and studies

indicating that shorter meetings held in the morning are most productive. The details

and examples show insight as to why rescheduling the meetings to Tuesday,

Wednesday, or Thursday mornings and limiting each one to one hour in length should

be considered.

EXAMPLES

COMMON WRITING ERRORS

Sentence

Structure

Fragments

Because he is here Monday.

Supervisor waiting main

office.

Run-on

sentences

Come to the shop we have a

sale.

He came to the meeting he brought the report.

Comma

pli

ces

Gustavo wrote the customer a lettet; Catalina mailed

it.

Mechanical

Misspelled

word

detrimentel instead of

detrimental

Incorrect or missing

punctuat

doni

Aren

you

going to go.

Extra

capitalization

(or

none)

she called the secretmy about the

Meeting.

Grammatical

Incorrect verb

tenses

Yesterday she work on the

bud

He dropped off the letter and

She hired John and hires

Mari

Shifts in

tense

rops the

package.

Incorrect subject-verb agreement

Rajni and her supervisor is going to

training.

Unclear pronoun

references

I listened to

Roberts

and

Bills

ideas and I liked his better.

Missing

words

Mary

vacation.

Word

Usage

Improper word

ces

Use of

symbo

not appropriate for a business

sett

cause instead of because; too instead of

instead of and; + instead of plus

Tone/Language

Rude, slang, or casual language not appropriate for

business

setting/not

consistent w

standard

business

English

Please exercise good judgment when extending credit. We do not want to

ripped

off

Style

Sentences may be awkward, repetitive, and/or

chop

with

little

or no variety. Response may read like a

list.

The clock has been repaired. It can be picked up. The repair shop is closed

Sunday.

can be picked up any other

day.

Organization

Illogical grouping of information

The details in the message may not be grouped together

logically;

e.g., the

fust

name of a person may be at the start of the message and the last name may be

the

end.

Incorrect or

simple transitions

The transitions are often incorrect: He said he left early to get to the meeting

time so he arrived late instead of

..but

he arrived

late.

The transitions may be

simpl

but,

also