Average Student Test Score (PI9024)

This metric is intended to capture the average percent of total possible points students earned on tests during the reporting period. For example, if Student A earns 75/100 points and Student B earns 30/100 points, the Average Student Test Score for these two students is 0.525, or 52.5%. Students who are not tested should not be included in this calculation.

In many cases, this data will need to be collected by schools (public or private) or another third party.

Organizations should exclude students who were not tested from the denominator. In education contexts, Client Individuals: Total (PI4060) can refer to students. Organizations may also disaggregate this data by grade level as needed to understand underlying patterns.

In all contexts, tests should be reflective of learners' social, environmental, and learning norms and needs -- organizations are encouraged to footnote details on how tests have been developed, by whom, and how they are fit to context.

Average Student Test Score (PI9024), combined with factors included in the ""HOW is change happening?"" section, gives a directional indicator of student learning outcomes. In some contexts, however, Student Transition Rate (PI4924) -- which measures the number of students transitioning from one level of schooling to the next -- may be a more appropriate measure. In these cases, this outcome metric should be substituted for Average Student Test Score (PI9024) in the WHAT and HOW MUCH sections. For more details on calculation, see usage guidance in each specific metric in the catalog.

In some contexts, this metric can serve as an indicator of whether the outcome being sought by an investor or organization is occurring (the WHAT dimension of impact). For more on the alignment of IRIS metrics to the five dimensions of impact, see specific guidance document. No single metric is sufficient to understand an impact; rather, metrics are selected as a set across all dimensions of impact. When possible, the selection of metrics to measure and describe the five dimensions should be based on best practice and evidence.