The effects of applying different methods of determining different sets of subscore weights on the composite score ranking of examinees were investigated. Four sets of subscore weights were applied to each of three examination results. The scores were from Advanced Placement (AP) Examinations in History of Art, Spanish Language, and Chemistry. One set, operational weights, was determined in advance of the test administration. The other three sets, simplified weights, Wilks's Method C weights, and standardized scores, were generated after the tests were scored. Each set of weights was intended to reflect the prescribed proportional contribution of each subscore. The appeal for the set generated in advance derives from its time and cost saving considerations, since final results showed little difference which weighting procedure was used. If any weighting procedure is to be avoided in order to maintain consistency with operational weighting, it is the one involving the transformation of subscores to standardized scores. (Author/DWH)