Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). The EGMA is an assessment that tests young children's foundational mathematics knowledge and has been administered in more than 25 countries. Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA; however, in practice, composite scores have also been reported. To provide users with empirically-based guidance on the appropriateness and usefulness of different test scoring procedures, we examine the psychometric properties--including the reliability and distinctiveness of the results--and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed.