ABSTRACT
Subscores are number-correct scores on subtests. Brennan (2012) stated that users of test scores often want (indeed, demand) that subscores be reported, along with total test scores, for diagnostic purposes. Subscores are in high demand due to their potential remedial and instructional benefits. After providing examples of subscores on some operational tests, we discuss existing findings and recommendations on communicating subscores. Standards 1.14 and 2.3 of Standards for Educational and Psychological Testing (2014) require proof of adequate reliability, validity, and distinctness of subscores. We discuss the existing methods that can be used to ensure that the subscores satisfy the abovementioned professional standards and review results of existing research on whether subscores on operational tests satisfy professional standards. A discussion is provided of the alternatives to subscores for the case when it is not justified to report the subscores. The Conclusions section includes our recommendations on communicating subscores. Diagnostic scores that are related to subscores but are different in nature—such as those produced by a cognitive diagnostic model—are briefly covered.
