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Related Experiment Video

Updated: Jul 10, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Reporting subscores for institutions.

Shelby Haberman¹, Sandip Sinharay, Gautam Puhan

¹Educational Testing Service, Princeton, NJ 08541, USA. ssinharay@ets.org

The British Journal of Mathematical and Statistical Psychology

|October 17, 2007

Summary

Reporting institutional subscores from large assessments offers little added value over total scores. This study proposes a new statistical method to evaluate subscore utility, finding minimal benefit for examinees or institutions.

Related Experiment Videos

Last Updated: Jul 10, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

Psychometrics
Educational Measurement
Statistical Analysis

Background:

Increasing interest in reporting subscores for components of larger assessments.
Focus on the aggregate level, particularly for institutions.
Need to evaluate the added value of subscores over total scores.

Purpose of the Study:

To examine the issue of reporting subscores at an aggregate institutional level.
To propose a new statistical approach to assess the added value of institutional subscores.
To determine if institutional subscores provide additional information beyond total scores.

Main Methods:

Development of a new statistical approach based on classical test theory.
Application of the proposed methods to two operational data sets.
Analysis to assess the added value of subscores at the institutional level.

Main Results:

Observed results provided little support for reporting subscores at the examinee level.
The study found minimal evidence favouring the reporting of subscores at the institutional level.
The added value of institutional subscores over total scores was found to be limited.

Conclusions:

Reporting subscores at the institutional level offers limited added value compared to total scores.
The proposed classical test theory-based approach indicates minimal benefit from institutional subscores.
Further research may be needed to explore alternative methods for utilizing subscore information effectively.