What happens if my child score less than 80% on a test?
- matthewcannell
- Oct 29, 2024
- 2 min read

Last newsletter we wrote about the correct procedure for sitting and scoring a PACE test. This time we want to highlight the process for tests that score less than 80%.
Firstly, you may ask why we require a certain pass mark on the PACE tests. A.C.E. is a mastery based learning program. This means that there is an expectation that a student has mastered the content of the PACE before they move on to the next one. By measuring a student's mastery, we can determine if they are ready to tackle the harder work of the next PACE. If a student achieves 80% or higher, they have demonstrated sufficient mastery.
Remember, it is ALWAYS the parent that marks the PACE test. You arrive at the final score by deducting the value of all incorrect answers from 100. e.g. if a student has 4 incorrect answers, and these answers are worth 2 points each, then the final score will be 92%.
On occasions, some student's may achieve a score less than 80%. When this happens, the following procedure comes into play. There are generally 2 options depending on how you feel the student has gone with the test.
If you feel the student genuinely has not mastered any of the content, you can re-order the PACE, and have the student go through the PACE again.
Study or review certain aspects of the PACE, and have the student resit the PACE test.
If you choose option 2, please follow the steps below.
Erase all answers and markings that you have made while marking the test.
Photocopy the blank test (This is the only time you are permitted to copy a test)
Issue this photocopied test to the student after a time of review.
Rescore and repeat this process until the student achieves 80% or higher.
Lastly, once your student achieves the pass mark, you must send in all test attempts. This includes the original as well as all photocopies. When a student resits a test, they will be given a score of 80% regardless of the score they achieve on the second time around.

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