TASC uses course score scaling to ensure differences in the degree of difficulty between courses used in the calculation of the tertiary entrance score are evidenced. TASC uses the Rasch Analysis method to analyse the relative difficulties of achieving each award in each course to establish a table of values which give the lower and upper limits of the score range for each award for each course.

The documents below show the scale ranges for each course in a de-identified manner and includes information about the scaling process which is applied to all TASC accredited senior secondary courses at Level 3 and Level 4, as well as approved University of Tasmania units.


Only courses where there were at least 10 results are included.

To protect students’ privacy, we have de-identified the data. As a result, it is not possible to use the data set to identify the results for any student that took a unique combination of TASC courses.


  •  Carry out a Rasch Analysis of the results for all pre-tertiary subjects to identify any anomalous cases. Temporarily remove these cases from the analysis so that they do not distort the results. Anomalous cases may occur if a subject does not ‘fit’ the Rasch model, that is, it is not measuring the same underlying characteristic of “general academic ability”. This happens only in a small number of cases. Rasch Analysis identifies these for treatment by a slightly different method.
  •  Carry out a Rasch Analysis on the remaining results and determine the award cut-off points for each course (difficulty values).
  • Adjust the course difficulty values to be on a scale that is similar to the old 20-point scale by making the average CA equal to 7.0 and average EA equal to 21.0.
  • Apply these results to all of the students who undertook any courses that were not excluded.
  • Reintroduce the small number of courses that had been excluded above by determining their award cut-off points by statistically comparing student performances in other courses.
  • Insert the award cut-off or difficulty values obtained in Step 5 and readjust (if necessary) so that the average CA and EA requirements are retained at 7.0 and 21.0 respectively.
  • Produce the required table of award sub-scores (between cut-off points).
  • Apply the sub-score values to students to determine the subject contributions to the TE Score.
  • Aggregate the best 5 scores (including at least 3 from Year 12) to determine the Tertiary Entrance (TE) Score.
  • Use the TE Score to calculate the Australian Tertiary Admission Rank (ATAR).

The steps above are overseen by the TASC Scaling Committee to ensure that the process is applied appropriately to ensure equitable outcomes for students.