Explain that the test is formulated using an item response theory. Item response allows answers to questions to be compiled with the testtaker's abilities. The combination of knowledge questions and abilities can be merged into single scoring factors. Allow the student to review the subset category headings before taking the test. Categories for all three tests are similar, including science, math, word understanding, paragraph comprehension, electronics, mechanical knowledge and auto or shop information.
Ask the student if he is sure he is taking the right format of the ASVAB and what he hopes to see in his test results. The CAT-ASVAB takes about 1 1/2 hours. Each question answered right makes the next question harder, and when a question is answered wrong, the next question is easier than the previous one. Students cannot go back and change answers once they are submitted. The MET-site test allows students to go back and change answers because it is a paper-and-pencil test, but students must stay in the testing area until all people taking the test are finished. The student-version test often takes the longest, at around 3 hours. This test will give the student a stronger understanding of where his strengths lie, using categories of math, science and vocabulary.
Remind the student that answering questions as honestly as possible is important. ASVAB scoring is enhanced by a three-parameter logistic factor. The logistic factor appears after testing is complete and assists the administrator of the test in understanding if questions were answered with discrimination, difficulty or guessing. Encourage the student to answer all the questions, because unanswered questions are counted as incorrect answers.
Show the student the standard score of the ability assessment. Explain that the standard score of ability describes how many units of the standard deviation a particular score is above or under the average of most scores. If the student is not versed in statistical methods beforehand, this explanation may be difficult. Drawing a diagram such as a bell curve and marking where the student falls may be helpful. Scores for each category will show how the student rates among other test-takers.
Show the student her AFQT, or Armed Forces Qualification Test score. Explain that this score is compiled from the categories of math knowledge and reasoning, word understanding and paragraph comprehension. The AFQT score is shown as a percentage, unlike the ability assessment score. Describe the score as you would a percentage factor in a study. If the student received a 75 percent, this means the student performed 75 percent better than other students who have taken the same test.
Describe the minimum requirements for specific branches of the military if the student is considering the armed forces. In 2011, the minimum scores required for enlistment are 31 for the Army, 32 for the Marines, 35 for the Navy, 36 for the Air Force and 36 for the Coast Guard.