GHSGT Scores





All about the GHSGT Scores

Scores refer to the marks that examinees secure in the GHSGT examination. The scores in this exam are scaled to two different ranges, depending upon the curriculum that a Georgia school follows, which may be the GPS (Georgia Performance Standards Curriculum), or the QCC (Quality Core Curriculum), or the Transitional curriculum. The results are awarded to the examinees accordingly, and their interpretation is also based on the curriculum under which the GHSGT examination was taken.

Importance of GHSGT Scores

The outcome of the test is very important to Georgia high school students for a number of reasons:

  1. The Georgia Education Department has made it mandatory for all Georgia high school students to take this examination.

  2. The scores are used as a diagnostic tool by teachers, parents and students for becoming aware of their academic strengths and lacunae. The interpretation of these scores should be taken in a positive sense, and used by their educational ecosystem to nurture their talents and take remedial action for their drawbacks.

  3. Grades influence the granting of high school diplomas to Georgia students, these diplomas being immensely influential in the academic and professional future of Georgia high school students. Hence, these students cannot afford to secure bad scores in this examination.

The GHSGT Scoring System

The scores are awarded according to the latest scoring systems, which were set after revising the older scoring systems a number of times, since the time of launching this examination, by using complex and foolproof procedures. The procedure of calculation of the marks attained by students involves projecting the raw scores obtained by them (the number of questions that a student answers correctly in the examination) into scaled scores.

The GHSGT Scoring System:

Subject

Curriculum

Scoring Range

Passing Score

Score Interpretation

 English Language Arts (ELA)

GPS

100-300

200

Below Proficiency- less than 200;
Basic Proficiency Score- 200;
Advanced Proficiency- 235
Honors- 275 and 275+

 English Language Arts (ELA)

QCC/Transitional

100-600

500-537

Passing Score 500-537
Pass Plus- 538 and 538+

 Mathematics

GPS

100-300

200

Below Proficiency- less than 200;
Basic Proficiency Score- 200;
Advanced Proficiency- 235
Honors- 285 and 285+

 Mathematics

QCC/Transitional

100-600

500-534

Passing Score 500-534
Pass Plus- 535 and 535+

 Science

GPS

100-300

200

Below Proficiency- less than 200;
Basic Proficiency Score- 200;
Advanced Proficiency- 235
Honors- 275 and 275+

 Science

QCC/Transitional

100-600

500-530

Passing Score 500-530
Pass Plus- 531 and 531+

 Social Studies

GPS

100-300

200

Below Proficiency- less than 200;
Basic Proficiency Score- 200;
Advanced Proficiency- 235
Honors- 275 and 275+

 Social Studies

QCC/Transitional

100-600

500-525

Passing Score 500-525
Pass Plus- 526 and 526+

One may appreciate the fact that the scaled scores have been formed to bring about uniformity in the score calculations of the different sections of the examination.

Interpretation of GHSGT Score Report Codes

The interpretation of the Score Report Codes is as follows:

  • TNA (Test Not Attempted) - Students are assigned this score code when they are absent for the test, or when they attempt lesser number of questions than the minimum number of attemptable questions for generating the score.

  • PTNA - This code signifies the presence of the concerned student in the examination hall, but submitting the question paper with no questions or too few questions, attempted.

  • PIV (Participation Invalidation) - This code is given when there is a test administration flaw in a test-taker's case.

  • INV (Invalidation) - This code, when present on a student's score report, indicates that the student has been disqualified in the test for an abnormality in the test administration, which may be due to the student's fault.

  • CA (Conditional Administration) - This code is related to the allotment of approved accommodations to the students. It is applicable to examinees who are disabled or English Learners, or those with special conditions/requirements that can be assigned this code, if necessary.

Student Content Area Summary

This is an important reporting document that is used by educators, the students and their parents, to evaluate a student's performance. Given below are the elements of the Student Content Area Summary (SCAS):

  • Demographic Information - This element of the SCAS includes the details of the examination taken, and the school from which the student took this examination.

  • Subject Area and Scaled Score s- The different content areas attempted by the student, and the scaled marks obtained in those, are shown in this element of the SCAS.

  • Performance Levels and their Description - This description includes the score interpretation information.

  • Domain Descriptions - Information about the number of correct answers given by a student in a specific domain of the test is known by these domain descriptions.

  • Graduation Requirement Statement - This statement shows the graduation eligibility details for taking the exam.

  • SEM (Standard Error Measurement) - This measurement reports the error involved in calculating the passing scores under the different systems of score calculation.

Conclusion

The range of scores for passing this examination are quite high. Students have to prepare well for this examination, in order to secure the passing score, and also secure more marks than the pass marks, in order to gain a competitive edge over their peers in their further studies and careers. Hence, they have to take coaching, if required, for attaining good results.




Terms and Conditions


Information published in TestPrepPractice.net is provided for informational and educational purpose alone for deserving students, researchers and academicians. Though our volunteers take great amount of pain and spend significant time in validating the veracity of the information or study material presented here, we cannot be held liable for any incidental mistakes. All rights reserved. No information or study material in this web site can be reproduced or transmitted in any form, without our prior consent. However the study materials and web pages can be linked from your web site or web page for


  • Research

  • Education

  • Academic purposes

No permission is required to link any of the web page with educational information available in this web site from your web site or web page