Do you know that the highest grade in a PSLE Foundation subject—**Achievement Level A**—is converted to **equivalent Standard AL6** when calculating Singapore’s PSLE Score for Secondary 1 posting? Foundation **AL B maps to AL7**, and **AL C maps to AL8**. These are official numerical conversion rules for posting, not a claim that the Foundation and Standard examinations test identical content. The learner’s actual Foundation result continues to be reported as A, B or C.
Foundation raw-mark ranges under current MOE guidance are **75–100 for A**, **30–74 for B**, and **below 30 for C**. This is different from the Standard eight-AL grading scale. For example, a pupil’s Foundation Science AL A contributes the number 6 to the four-subject PSLE Score; it does not magically become AL1 because A is the highest Foundation grade. Parents need to distinguish **examination level**, **reported grade** and **numerical equivalent used for posting**.
This guide addresses common parent enquiries about why the mapping exists, how to add four subjects when one or more are Foundation, whether a pupil with Foundation can reach Posting Group 3, whether AL A can open a G2 subject opportunity, and when a child should study Standard rather than Foundation. The most helpful response is to combine official scoring with school advice about actual learning. A numerical posting conversion is an administrative bridge, while the student’s knowledge, confidence and readiness must be judged through their work.
Foundation grades: official PSLE conversion table
| Reported Foundation AL | Foundation raw-mark range | Posting-equivalent Standard AL |
|---|---|---|
| A | 75–100 | 6 |
| B | 30–74 | 7 |
| C | Below 30 | 8 |
Do you know? Foundation AL A/B/C is not the same as a Standard paper
Foundation subjects have their own syllabus content, assessment demands and examination formats. For example, the 2026 Foundation Science and Standard Science papers differ in length, total marks and multiple-choice options. Foundation English and Standard English also have separate writing and comprehension schemes. A raw percentage from one paper therefore cannot be compared directly to the identical raw percentage from the other as though they tested the same requirements.
The AL A to AL6 mapping gives different subject-level results a common numerical contribution for posting. It does not retrospectively assign a Standard examination mark to a Foundation candidate. Families who see a strong Foundation result should recognise achievement within that course while using the published equivalent for the separate PSLE Score calculation.
Do you know? Why the raw mark bands and posting equivalents must be separated
A Foundation raw score of 82 falls in the published AL A band; 55 falls in B; and 25 falls in C. For posting purposes their equivalents are AL6, AL7 and AL8. These examples show why a parent should not calculate a Standard AL from Foundation raw marks using the Standard percentage table. The equivalent is determined by the Foundation **grade**, not by pretending the child sat Standard questions.
School trial papers may not be identical to the national final paper in demand or weighting. A pupil scoring 82 on a teacher-created Foundation practice paper has evidence of current learning, not a guarantee of a national AL A. Use that result to identify secure concepts and recurring mistakes, then refer to actual PSLE results for posting.
Do you know? How to calculate a four-subject PSLE Score with one Foundation subject
Imagine a fictional pupil scoring Standard English AL3, Standard Mathematics AL4, Foundation Science A and Standard Mother Tongue AL5. The Science contribution is equivalent AL6. Adding 3+4+6+5 gives a total PSLE Score of **18**. It remains a four-subject total; the Foundation subject has not been excluded and the reported letter grade has not become a raw mark.
Keep a simple family worksheet listing subject, Standard/Foundation level, reported AL and posting value. This stops mistakes such as entering ‘A’ as the number 1 or assigning a zero to a Foundation subject. For children exempt from Mother Tongue by MOE approval, a different officially assigned-score arrangement applies; do not invent a value or omit the fourth contribution.
Do you know? An example with two Foundation subjects
Consider another invented result: Standard English AL4, Foundation Mathematics A, Foundation Science B, and Standard Mother Tongue AL4. The equivalents are 4, 6, 7 and 4, totalling **21**. Under the current Full SBB ranges, Score 21 falls at a Posting Group boundary offering more than one posting-group option. The example is arithmetic, not a guarantee of a place in a particular secondary school.
This helps explain why simply counting Foundation subjects cannot determine Posting Group. The other core results matter, and the school-posting process also depends on the eligible choice, school preferences, vacancy and current rules. Check MOE’s official posting instructions after results rather than assume that two Foundation grades automatically mean only Posting Group 1.
Do you know? Can a pupil with Foundation Science still qualify for Posting Group 3?
Yes, a four-subject total in the PG3 range is numerically possible with a Foundation grade if the other subject ALs are strong enough. For example, three Standard AL1 values and one Foundation A contribute 1+1+1+6=9. This deliberately extreme hypothetical example demonstrates the conversion rule, not a prediction that every such combination will be offered or achieved.
Posting Group is a school-admission framework; the level at which an individual secondary subject is studied is a further decision. A child may need bridging or may be offered a subject at G2 rather than G3 despite being posted under a particular group, according to applicable arrangements. Ask the actual school what level and support are available.
Do you know? How the Posting Group ranges work in Full SBB
Current SEAB PSLE certificate notes describe Score **4–20 for Posting Group 3**, **21–22 for PG2 or PG3**, **23–24 for PG2**, **25 for PG1 or PG2**, and **26–30 for PG1**. Lower numerical Scores indicate stronger overall results. These are general eligibility ranges; an actual secondary school’s cut-off point is determined by completed posting outcomes rather than announced in advance.
Parents should keep Posting Group separate from a national SEC subject level. PG2 does not require every subject to be G2, and PG3 does not mean a student has automatically mastered every G3 secondary syllabus on their first day. Full SBB provides subject-specific opportunities subject to relevant eligibility, school offers and the learner’s readiness.
Do you know? Foundation AL A and taking a G2 subject in Secondary 1
School information on Full SBB shows that a Posting Group 1 pupil with **Foundation AL A** can be eligible for the corresponding subject at **G2** under the relevant conditions. By contrast, eligibility for taking an academic subject at G3 from PG1 or PG2 is described using performance in the PSLE **Standard** subject, such as AL5 or better. Do not treat the different criteria as interchangeable.
An eligible subject-level offer is not a promise that the pupil will find every lesson easy. Ask about assumed prerequisites, bridging sessions and how the school monitors early progress. It may be more helpful to practise number sense or reading comprehension securely than to force a child through an entire final-year SEC paper before the secondary course starts.
Do you know? Can Foundation AL A automatically qualify for G3?
Do not infer a universal automatic G3 subject offer from Foundation AL A. The current more-demanding-level rules distinguish Standard subject results from Foundation results and use different eligibility conditions. Some children may move to more demanding work after developing readiness, but actual adjustments follow school and MOE arrangements.
Parents should obtain the school’s specific subject-level offer letter. If it lists a possible G2 course, ask what learning support is available and what evidence will be used to evaluate future progression. Completing commercial G3 worksheets on weekends does not independently change examination registration or national eligibility.
Do you know? What about Foundation AL B or C?
Foundation B converts to posting equivalent 7, and C to 8. These values influence the child’s total, but cannot explain which particular scientific, mathematical or language concept needs teaching. A pupil with B may be secure in some tasks and confused by others; another with C may need repeated support in key foundations.
Bring actual marked responses to the teacher. Distinguish a problem with reading a question from a difficulty applying a taught principle, numerical accuracy or expressing a response. A precise learning intervention can build confidence and independence regardless of the reported grade band.
Do you know? How four Foundation subjects affect the possible numerical total
Because each Foundation subject contributes an equivalent value from 6 to 8, four Foundation outcomes could produce an arithmetic sum from 24 to 32 if considered abstractly. Actual PSLE outcomes, posting eligibility and reporting rules must still be read in their official context; one should not extrapolate from arithmetic to a guaranteed school placement.
The more important educational issue is whether the child has a suitable programme and support for core literacy, numeracy, Science and Mother Tongue. A family should not automatically assign four complete Standard paper sets simply because it hopes to change the numerical conversion. Quality teaching starts with attainable and meaningful foundations.
Do you know? Why ‘Foundation’ applies to a subject and not the whole child
Primary Subject-Based Banding allows combinations of Standard and Foundation courses. A pupil might study Standard English and Foundation Mathematics, or another combination recommended by the school. A child can show strengths in language while needing extra support in fractions, or enjoy Science while finding written explanations difficult.
Describing the child as a ‘Foundation student’ in every dimension hides those differences. Better feedback names the actual subject-level offer and a specific learning outcome. Parents can celebrate a secure Foundation result without promising that it is mathematically identical to a Standard grade.
Do you know? The choice between Standard and Foundation is not purely numerical
Standard examinations can provide access to stronger numerical AL values when the child is ready for the content, which can influence the overall PSLE Score. Foundation examinations are designed to help pupils who need more support to build essential understanding at an appropriate pace. The educational decision should take both readiness and the official scoring consequences into account.
A pupil who cannot reliably understand Standard tasks may experience repeated unproductive testing. Another with strong secure understanding may benefit from remaining at Standard level. The school uses learning evidence and considers aptitude, motivation and ability to cope when recommending options. No general online article can replace that individual assessment.
Do you know? How Primary 4 recommendations lead to P5 subject levels
After Primary 4 assessments, the school recommends a Standard/Foundation subject combination for Primary 5. Parents are given an option form and the school clarifies the choices available. Some pupils may be recommended four Standard subjects plus Higher Mother Tongue; others may receive combinations containing Foundation courses.
The school then reviews pupils’ ability to cope in Primary 5 and makes recommendations for Primary 6. This is a staged process, not an immutable label assigned permanently at Primary 4. Families should ask how the decision was reached and what learning evidence would support the chosen route.
Do you know? Does the P5 examination format have to equal the final PSLE paper?
No. School assessments serve current teaching and diagnostic purposes, while the SEAB examination syllabus defines the national paper for a given year. A Primary 5 Foundation mathematics test may sample topics taught so far rather than include every future Primary 6 outcome. The school can also use shorter tasks to examine one skill.
Use the teacher’s current scope before a school weighted assessment and the official national format when practising a representative PSLE paper. Confusing the two creates unnecessary disputes and may cause a pupil to study the wrong material for the next immediate task.
Do you know? Worked example: why an eighty-percent Foundation result is not a Standard grade
Suppose a fictional Foundation Science paper asks three-option MCQs and shorter structured questions, and the pupil obtains 80%. This falls in the Foundation AL A band. A Standard Science paper uses a longer format and four-option MCQs. The two percentages describe different assessed tasks and cannot be equated by assuming the Standard result would also be 80%.
A parent can still learn useful things from the Foundation result: perhaps the child can interpret experimental variables reliably but struggles with one particular biology process. That is a much better next teaching target than trying to calculate an imaginary Standard score from a percentage.
Do you know? Science inquiry remains meaningful at Foundation level
Foundation Science asks pupils to understand relevant scientific ideas, read diagrams and respond to evidence within its course. SEAB’s 2026 Foundation Science format provides a word list to support scientific vocabulary, not a substitute for conceptual reasoning. This can help children express understanding without obscuring every answer through unfamiliar terminology.
Practise by asking what an observation shows, which variable changed and what the result supports. Use a second unfamiliar safe diagram after correction. A child who can explain the relationship independently is building inquiry skills that matter beyond the exact national paper.
Do you know? Foundation Maths can support later algebra and reasoning
Fractions, ratios, numerical operations, measurement and checking provide foundations for algebraic thinking in secondary school. A child may be able to calculate an answer but struggle to see why an equation represents the situation. Teaching should connect the calculation to its meaning before increasing difficulty.
An effective bridge uses a short worked relationship, lets the learner explain it and then changes the values or context. If the method works independently without a chapter heading, the foundational idea is becoming more secure. A thick collection of advanced worksheets cannot substitute for missing basics.
Do you know? Reading and language skills remain important in Foundation courses
Foundation English and Foundation Mother Tongue still seek meaningful comprehension and communication, with their own component formats. A child may understand spoken instructions well but struggle to extract a condition from a written notice, or may read fluently without being able to explain a character’s decision.
Ask what the actual question requires, which words establish the answer and how the child would respond in a similar new situation. Targeted language feedback can improve confidence more effectively than insisting every lesson use material from a higher subject level.
Do you know? How to build a small error log that leads to improvement
Use four headings: question and date, what I did, the first misunderstood idea, and my next independent check. Avoid recording vague labels such as ‘careless’ or ‘bad at Mathematics’. A useful note might say, ‘I found the fraction of the wrong total,’ or, ‘I overlooked the changed time in the announcement.’
After teaching, choose a related but unfamiliar question and see whether the student notices the problem without hints. Return days later. If the error persists, rebuild its prerequisite instead of rushing to finish a new chapter. The aim is a durable skill, not a large notebook of copied corrections.
Do you know? Why a mixed subject-level timetable should be clear to parents
A family can keep a simple table naming the four PSLE subjects and their actual level, along with any separately offered Higher Mother Tongue. This prevents a tuition provider from preparing the wrong type of paper or a parent from applying the wrong result conversion.
When the child progresses to secondary school, create a new list showing the actual G1, G2 and G3 subject offers. Primary Foundation and secondary G levels have different administrative and curricular purposes. Do not assume that one number or letter is a lifelong academic identity.
Do you know? A six-week learning sequence rather than a grade promise
Week one: confirm the subject combinations and identify one repeated error in schoolwork. Week two: teach the missing foundation with simple accurate examples. Week three: practise it in changed contexts. Week four: add a few mixed tasks from currently taught topics. Week five: attempt an aligned school or national-format section where ready. Week six: retest the original weakness without cues.
This is an illustrative parent plan, not a mandated MOE timetable. The child needs space for homework, sleep, reading and healthy development. Progress is better demonstrated when the learner can explain and use a concept independently than when an adult promises a particular AL from one practice percentage.
Do you know? What should a family ask before choosing a more demanding subject?
Ask the school which official eligibility criterion applies, which prerequisites will be assumed, what bridging support exists and how progress will be reviewed. A Foundation A can be a positive signal for some secondary opportunities, but an offer should still fit the pupil’s actual readiness and interests.
Parents can ask the child which kind of work they enjoy and where they still need help. A supportive decision makes room for strengths while repairing genuine gaps. The converted posting number serves school admission; it does not define the child’s entire future capacity.
Frequently asked Foundation AL and posting questions
What is the numerical posting equivalent of Foundation A?
AL6, or 6 points in the four-subject PSLE Score.
What about Foundation B?
AL7, contributing 7 to the total.
And Foundation C?
AL8, contributing 8.
What raw marks correspond to A?
75–100 in current MOE Foundation grading guidance.
What marks correspond to B?
30–74.
What marks correspond to C?
Below 30.
Is Foundation A exactly Standard AL6 achievement?
No. It is the equivalent value for posting; the examinations have different subject-level demands.
Does Foundation A give AL1 because A is the highest Foundation grade?
No. Its equivalent is AL6.
How do I calculate a mixed Standard/Foundation PSLE Score?
Convert each Foundation grade to 6, 7 or 8, then add it to the other three official subject AL values.
Are Higher Mother Tongue grades another numerical PSLE subject?
No. They are separately reported and do not create a fifth AL.
Can one Foundation subject still be compatible with Posting Group 3?
Yes, depending on the other three scores; posting eligibility is based on the total and current MOE rules.
What is the PG3 range?
Scores 4–20, with 21–22 permitting an adjacent PG2/PG3 choice under the current system.
What does a total of 25 mean?
It is a boundary score allowing PG1 or PG2 as applicable.
Does Foundation A automatically qualify for G3?
No. More-demanding-level subject eligibility differentiates Foundation and Standard grades.
Can Foundation A support G2 study in secondary?
It is relevant to G2 eligibility for certain Posting Group 1 pupils under Full SBB; confirm the actual school offer.
Can a pupil’s subject level later change?
Yes, schools have appropriate adjustment arrangements based on learning, readiness and MOE rules.
Can my child take Standard English with Foundation Mathematics?
Mixed combinations are part of Primary Subject-Based Banding when offered by the school.
Can parents simply insist on a Foundation course?
Parents respond to the school’s approved subject options and recommendations; check the current process.
Does 80% on a Foundation practice exam guarantee AL A nationally?
No. Internal test marks are learning evidence, not a guaranteed national examination result.
Do G levels mean the same as PSLE ALs?
No. PSLE ALs are grades; G1/G2/G3 describe secondary subject-level courses.
What happens to an exempt Mother’s Tongue result?
A separate approved assigned-score procedure applies; do not invent a zero or Foundation grade.
Will this 2026 guidance necessarily govern a later year?
Check the actual later official rules and syllabus before relying on a past guide.
Is AL A an indication that the pupil has no further learning needs?
Not necessarily. Marked responses can reveal specific strengths and gaps within the Foundation course.
Should Foundation pupils do entire G3 papers?
Not as routine preparation. Choose suitable foundation tasks and clearly labelled enrichment where appropriate.
Does Standard offer stronger possible AL values?
Yes, if the student can cope with the Standard examination; suitability and readiness remain important.
Are the reported result letters changed to numbers on the certificate?
Foundation subjects are reported A/B/C, while equivalent numerical values are applied for posting.
Do the PSLE Score ranges guarantee a particular secondary school?
No. School choice, vacancies, applicants and posting rules also matter.
What should parents bring to a school consultation?
The actual option form, subject levels and marked work showing recurring difficulty or strengths.
What is a useful Foundation revision routine?
Teach one precise misconception and retest the concept independently in a changed question.
Where can I confirm the conversion?
MOE’s scoring guidance, current MOE school materials and SEAB’s PSLE explanatory notes.
Official MOE and SEAB references
MOE PSLE Foundation grading and equivalence; MOE school: achievement bands updated July 2026; SEAB: PSLE certificate explanatory notes; SEAB: About PSLE and score system; MOE Full SBB subject-level eligibility, updated guidance; Primary Subject-Based Banding information. Use the current official year and your child’s actual registered subjects for posting and learning decisions.
Related Foundation and Full SBB parent guides
- Foundation and Standard PSLE Science compared
- Foundation and Standard PSLE English compared
- PSLE Standard and Foundation Mathematics
- Can Standard and Foundation subject levels change before P6?
- The immutable Clementi Mathematics small-group teaching reference
More worked examples and family decision checks
Do you know why an AL calculation is not a readiness test?
The four-subject PSLE Score is intended to support school posting, not replace the school’s observation of how a pupil learns. A Foundation AL A describes performance in the Foundation curriculum and yields a particular posting equivalent. It cannot reveal whether the learner understands a novel Standard problem or needs help with a prerequisite. These are educational questions that require actual evidence from tasks, discussion and school assessment. Parents deciding whether to seek a more demanding level should ask for examples that reveal independent understanding, not merely the converted number.
For example, two Foundation Mathematics pupils might both obtain A. One can explain fractions through diagrams and confidently recognise the same relationships in unfamiliar word problems. Another succeeds mainly on routine calculations but struggles when the context changes. Their reported grade is the same, yet the kind of bridging each needs may differ. A careful teacher can use this information to recommend appropriate learning opportunities without exaggerating what an AL conversion proves.
A third worked calculation with one Standard AL and three Foundation grades
Imagine a candidate receiving Standard English AL3, Foundation Mathematics A, Foundation Science A and Foundation Mother Tongue B. The numerical contribution for posting is 3+6+6+7 = 22. A total Score of 22 lies within the current boundary where Posting Group 2 or Posting Group 3 may be an option, subject to current MOE rules and actual admission conditions. This is a hypothetical calculation, not a promise of admission to any school.
Now suppose the Foundation Mother Tongue result were A instead of B, with the other grades unchanged. The posting total would become 21. The family should understand why the numerical total changed by one point: the official mapped grade changed, not because a new examination was sat. Actual school choice, subject-level offers and educational fit still require separate consideration. Small mathematical examples make the conversion understandable without implying that an AL is fully under a family’s control.
How an apparent score paradox arises when Standard and Foundation levels differ
A parent may ask why a Foundation student who scores a very high percentage can contribute AL6 to the total while a Standard student with a lower-looking raw percentage contributes a better numerical AL. The central reason is that the examinations assess different course demands. Raw percentages have meaning only relative to the actual questions and standard applied. Comparing them as though they were the same performance scale would obscure that difference.
A useful way to explain this to a pupil is to compare two school assignments of different complexity. Earning nearly full marks on a foundational task shows successful achievement within that task. It does not automatically demonstrate the next set of concepts. Equally, struggling initially with more demanding work does not mean no progress occurred. Educational conversations should focus on what the child is ready to learn next, while the official scoring conversion is used for its limited administrative purpose.
How to read a PSLE result slip without losing the subject level
On a result slip, Foundation subjects use letter ALs A, B and C. Their equivalent posting values are used in the calculation but do not require parents to erase the reported letter or relabel the subject as Standard. Higher Mother Tongue results, if any, are also shown on a different scale and excluded from the numerical four-subject total. Keeping the reporting categories separate prevents mistakes when discussing results with teachers or comparing school options.
Parents can prepare a small transcription with four rows. Each row records the subject name, whether it was Standard or Foundation, the official reported AL and the equivalent numerical value if applicable. Check the arithmetic once, then put the calculator aside. Decisions about schools and individual secondary subject levels should use current MOE guidance, the actual offers and the child’s interests, rather than repeated speculative recalculations of the same result.
Why the same PSLE Score can lead to different secondary decisions
Two pupils can have the same four-subject total but very different profiles. One may have a Foundation A in Mathematics and excellent Standard language grades, while another has Standard grades of moderate strength across every subject. The same Score does not tell us which specific secondary course will be most suitable or whether a particular G2 or G3 subject offer should be accepted. Schools consider the subject-level eligibility rules and the pupil’s actual readiness.
For instance, a pupil strong in written English may enjoy more demanding English study while requiring bridging in Mathematics. Another might be confident in numerical reasoning but need language support to interpret longer Science questions. Full SBB seeks to recognise such differences. A parent can ask the school to identify realistic pathways and learning support one subject at a time, rather than assume the Posting Group must fix every classroom level.
What a parent should not infer from a school cut-off point
Historical secondary school PSLE Score ranges describe the outcomes of an earlier posting exercise. They are not a pre-announced target a family can guarantee by computing a practice-test total. Actual cut-offs depend on applicants, school choices, vacancies and the posting rules in the year concerned. A Foundation score conversion tells a family the numerical contribution to the total; it does not determine which school will have enough places for their child.
A practical school-choice discussion examines the child’s expected or actual posting eligibility, travel arrangements, academic and non-academic programmes and available support. Parents should consult official SchoolFinder information for the relevant intake and avoid relying solely on screenshots of a past range. The educational fit of the school is more durable than a speculative calculation built around one borderline point.
How to check whether an error is numerical or conceptual
Suppose a child loses a Foundation Mathematics mark while calculating a fraction of a quantity. First ask whether the student identified the correct whole. If they found the correct relationship but entered an arithmetic digit incorrectly, a checking routine may help. If they applied the fraction to the wrong base, the problem is conceptual and requires a representation of what the question means. Both can produce the same final wrong number.
Have the pupil explain the selected operation before using a calculator. Then teach the missing principle with a short example and alter the quantities or wording. A delayed second attempt reveals whether understanding has become independent. This is a more productive response to a Foundation practice score than arguing about which Standard AL the pupil might theoretically have achieved.
A school meeting organised around evidence rather than labels
Before meeting the teacher, parents can write three brief observations: a task the child now completes independently, a recurring mistake seen across more than one script, and a question about suitable next-level learning. They can also bring the current school subject-combination offer. This gives the teacher enough information to discuss the precise Foundation or Standard prerequisites rather than debate a vague claim that the child is ‘too clever for Foundation’ or ‘unable to cope with Standard’.
Ask what a successful independent response would look like in the next month and which authorised support or bridging opportunities exist. A useful outcome is an agreed learning target with a later review, not an unsupported grade promise. Whether the child remains at the same level or is offered a more demanding course, the plan should build accurate understanding and a manageable workload.
Do you know how to audit a PSLE score worksheet for mistakes?
A parent’s homemade Score worksheet should distinguish the actual national result from a school practice estimate. First check that the four rows are the four core subjects. Second, record whether each entry is Standard or Foundation. Third, enter the reported AL: a Standard number or Foundation letter. Fourth, apply the Foundation conversion only where necessary. Finally sum four posting numbers and compare the result with the current official Full SBB ranges. This short audit avoids accidentally treating a Higher Mother Tongue grade as an additional number or replacing Foundation A with 1 because it is the highest Foundation grade.
The calculation remains only one element of school selection. A child may have a numerical Score placing them in a certain Posting Group while being offered an academic subject at another G level. Before the family selects a school, ask whether the campus supports the pupil’s particular subject strengths and needs. Check the actual school options and recent indicative ranges, and remember that the posting process determines vacancies and the final cut-off only after choices have been submitted and processed.
One useful closing exercise is to put away the numerical table and ask the learner what they can now explain independently that was difficult a month earlier. The answer may concern fraction meaning, sentence structure, a science graph or everyday language comprehension. That is evidence of education developing within the appropriate course. It also provides a practical next target for a teacher, whereas repeatedly calculating hypothetical PSLE totals from different guessed marks can create worry without improving learning.