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On September 1, 2014, ETS transitioned to the Praxis "CASE" or "Core Academic Skills for Educators" which also consists of reading, writing, and mathematics exams. These sections can be taken as a combined test or separately. In most colleges and universities, a passing score must be earned for admission to teacher education.
Only 50 are scored; the other 10 (randomly scattered throughout the exam) are used for experimental purposes. The raw score is converted to a "scaled score" based on the measured difficulty of the version of the test taken; the scaled score is used to determine passing scores. Scaled scores range between 50 and 150, with a median very close to 100.
Regardless of the absolute performance of the students, the best score in the group receives a top grade and the worst score receives a failing grade. Numerical values in America are applied to grades as shown below: A = 4; B = 3; C = 2; D = 1; This allows grades to be easily averaged.
Test takers cannot "fail" a norm-referenced test, as each test taker receives a score that compares the individual to others that have taken the test, usually given by a percentile. This is useful when there is a wide range of acceptable scores, and the goal is to find out who performs better.
All three sections of the test must be passed in order to pass the CBEST. Raw scores can range from 1–50, which are then converted to scaled scores ranging from 20–80. The passing scaled score on each section of the test is 41, and a minimum total score of 123 for all three sections must be achieved to pass. [5]
As a student is closer to getting every question (45 to 46 to 47/47) (or very wrong), the scaled score increases by 10-20 points, while in the middle range scores (18-36/47), scaled scores only increase by 2-3 points. The maximum scaled score for each section (ELA and Math) is around 350 (usually lower for 9th graders).
Passing the test was first required for the Class of 2006. As of June 2007, 91% of the 404,000 students in this class had passed the test before graduation, 1% failed the exam in 2006 but passed it in 2007, and 4% were still in school, either as fifth-year seniors or having transferred to a community college .
Scores of "passing"—or of "3" on a 4-point, 6-point, or 9-point scale—provide little concrete guidance for the student, the teacher, or the researcher. In educational barrier exams, holistic scoring may serve administrators in locating which students did not pass but little serve teachers in helping those students pass on a second try.