Score Reports

Each year, student scores and Individual Score Reports (ISRs) are made available in KITE® Educator Portal as soon after the close of the operational testing window as possible. Generally, scores on cPass pathway assessments will begin to be made available approximately one week after the close of a testing window, and all ISRs will be available by three weeks after the close of a test window. These scores can be found under the Reports tab in Educator Portal. Currently, only Educator Portal users with building-level access or higher (e.g., Building Test Coordinator or Building Principal) have access to reports posted to Educator Portal. After each testing window is closed and all reports for all pathways are complete, score report availability will be announced via the News section of the Career Pathways website and within Educator Portal.

If you have trouble retrieving your reports, please contact cPass.

Computer-Based Assessment Scores

Career Pathways computer-based examination results are based on 100 scored questions. The individual examination form administered to the student also may have contained 15 unscored items that were field-tested for use on future administrations of the computer-based assessment, as well as five demographic items used by cPass staff in aggregate to identify trends in student populations.

ISR scores range from 200 to 500 for the computer-based assessments and for modules that have established performance standards. Scores for cPass examinations with established standards for student performance are reported in these scaled units to make individual student scores comparable among students and across administrations of the assessments when new forms are introduced. This allows the cPass pathway examinations to demonstrate both student progress if taken multiple times by the same student, as well as trends in student performance in the pathway over time when taken across potentially different sets of items.

Module Scores

Module scores are reported in the same manner as scores for their corresponding pathway assessments. However, since modules do not cover the same breadth of material as pathway assessments, module scores are only divided into two achievement levels: Approaches Standard or Meets Standard. This simplified approach helps avoid introducing measurement error by dividing assessments with relatively fewer questions into too many achievement levels. Measurement error is discussed in more detail below.

Student score information for computer-based assessments:

  • General CTE Computer-Based Assessment

  • General CTE assessment scores are assigned to one of four achievement levels. Each achievement level describes the typical knowledge and abilities of a student whose score falls within that range. Achievement levels are based on overall student scores.

    • Scale-Score Range Achievement Level
      Below 347 Developing
      347–399 Approaches
      400–449 Meets
      450 and above Exceeds
  • For detailed descriptions of the expected performance for each achievement level, see the Achievement Level Descriptors for this assessment. For more information on the content covered by the General Assessment, see its Test Blueprint.

  • Comprehensive Agriculture Computer-Based Assessment

  • Comprehensive Agriculture assessment scores are assigned to one of four achievement levels. Each achievement level describes the typical knowledge and abilities of a student whose score falls within that range. Achievement levels are based on overall student scores.

    • Scale-Score Range Achievement Level
      Below 353 Developing
      353–399 Approaches
      400–449 Meets
      450 and above Exceeds
  • For detailed descriptions of the expected performance for each achievement level, see the Achievement Level Descriptors for this assessment. For more information on the content covered by the Comprehensive Agriculture assessment, see its Test Blueprint.

  • Power, Structural, and Technical Systems Module

  • Power, Structural, and Technical Systems assessment scores are assigned to one of two achievement levels. Each achievement level describes the typical knowledge and abilities of a student whose score falls within that range. Achievement levels are based on overall student scores.

    • Scale-Score Range Achievement Level
      Below 400 Approaches
      400 and above Meets
  • For detailed descriptions of the expected performance for each achievement level, see the Achievement Level Descriptors for this assessment. For more information on the content covered by the Power, Structural, and Technical Systems assessment, see its Test Blueprint.

  • Animal Systems Computer-Based Assessment

  • Animal Systems assessment scores are assigned to one of four achievement levels. Each achievement level describes the typical knowledge and abilities of a student whose score falls within that range. Achievement levels are based on overall student scores.

    • Scale-Score Range Achievement Level
      Below 350 Developing
      350–399 Approaches
      400–449 Meets
      450 and above Exceeds
  • For detailed descriptions of the expected performance for each achievement level, see the Achievement Level Descriptors for this assessment. For more information on the content covered by the Animal Systems assessment, see its Test Blueprint.

  • Plant Systems Computer-Based Assessment

  • Plant Systems assessment scores are assigned to one of four achievement levels. Each achievement level describes the typical knowledge and abilities of a student whose score falls within that range. Achievement levels are based on overall student scores.

    • Scale-Score Range Achievement Level
      Below 360 Developing
      360–399 Approaches
      400–448 Meets
      449 and above Exceeds
  • For detailed descriptions of the expected performance for each achievement level, see the Achievement Level Descriptors for this assessment. For more information on the content covered by the Plant Systems assessment, see its Test Blueprint.

  • Horticulture Module

  • Horticulture assessment scores are assigned to one of two achievement levels. Each achievement level describes the typical knowledge and abilities of a student whose score falls within that range. Achievement levels are based on overall student scores.

    • Scale-Score Range Achievement Level
      Below 400 Approaches
      400 and above Meets
  • For detailed descriptions of the expected performance for each achievement level, see the Achievement Level Descriptors for this assessment. For more information on the content covered by the Horticulture assessment, see its Test Blueprint.

  • Manufacturing Production Computer-Based Assessment

  • Achievement levels have not yet been established for Manufacturing Production Pathway Assessment scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment. For more information on the content covered by the Manufacturing Production assessment, see its Test Blueprint. see its Test Blueprint.

Career Competency Qualifications (CCQ) Scores

The Career Competency Qualifications (CCQ) assessments are scored by trained raters using a scoring rubric that is developed for each specific assessment. CCQ scores provide additional information on student skill competencies measured in the general assessment and in each pathway. A CCQ score is not a substitute for a computer-based assessment score.

CCQ scores are reported as the weighted total score a student achieved on the relevant CCQ rubric, averaged across the number of trained raters scoring their performance. These scores are then also tied to the same performance levels defined for the computer-based examinations for the area(s) of the Test Blueprint that relate to the particular CCQ to establish an achievement level.

Student score information for Career Competency Qualifications:

  • General CTE Assessment CCQs

    • Employability
      Achievement levels have not yet been established for Employability CCQ scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

    • Presentation
      Achievement levels have not yet been established for Presentation CCQ scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

    • Research Decision
      Achievement levels have not yet been established for Research Decision CCQ scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

  • Comprehensive Agriculture Assessment CCQs

    • Animal Vaccination
      Achievement levels have not yet been established for Animal Vaccination CCQ scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

    • Plant Propagation
      Achievement levels have not yet been established for Plant Propagation CCQ scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

    • Shielded Metal Arc Welding (SMAW)
      Achievement levels have not yet been established for Shielded Metal Arc Welding CCQ scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

    • Gas Metal Arc Welding (GMAW)
      Achievement levels have not yet been established for Gas Metal Arc Welding CCQ. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

  • Animal Systems Assessment CCQs

    • Animal Health and Clinical Practices
      Achievement levels have not yet been established for Animal Health and Clinical Practices CCQ scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

    • Expected Progeny Differences
      Achievement levels have not yet been established for Expected Progeny Differences CCQ scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

    • Meat Fabrication
      Achievement levels have not yet been established for Meat Fabrication CCQ scores. Please see Assessments Without Achievement Levels for further details on the reporting for this assessment.

Assessments Without Achievement Levels

Achievement levels for some cPass assessments and modules have not yet been defined. The Collaborative is still collecting student performance data from some of the first students to take these assessments, which will be used to establish those standards. Standards for these assessments will be established after sufficient student performance data has been gathered. Until that time, no student performance data will be provided as raw student data presented without reference to established standards would not be meaningful or useful to students.

Missing Score Comparisons

To provide meaningful feedback to students, data are reported only for groups of 12 or more students. Smaller groups are easily influenced by outlier (i.e., very high or very low) scores and other measurement errors, as discussed in Measurement Error below. To avoid confusion or misinterpretation of the available data, only meaningful information is reported.

Measurement Error

cPass reports the measurement error for all assessment scores. This number is shown in parentheses next to each student score and again as whiskers at the end of each bar in the score comparisons bar chart. Measurement error generally means that, if a student took the same assessment again at a later date under similar conditions—for example, without studying—the later score would likely be in the range of the current score, plus or minus the measurement error.

Generally, measurement error is influenced by the number of data points included in the calculation. For example, the number of students in a group influences how great the margin of error is for the average score in that group. Additionally, the number of questions on an assessment affects the error associated with a score for that assessment. In general, measurement error increases as the number of data points (e.g., student scores, assessment questions) decreases. When a pool of data points becomes very small, the data provided become less meaningful and therefore less useful for interpretation.

cPass staff have determined that data from groups of fewer than 13 students are not meaningful and are thus not reported on ISRs, as indicated in Missing Score Comparisons. Additionally, the computer-based, optional module scores are based on a relatively small number of questions, creating measurement error that could span multiple, smaller achievement-level groupings. To provide meaningful data on achievement levels, reporting for modules is limited to two levels, as described in Module Scores.