As an essential indicator of teaching effect evaluation, test scores can reasonably reflect the ability level of the examinees. However, the paper scores in the traditional sense cannot fully reflect the relationship between the test scores and the ability level of the examinees. Therefore, this paper proposes a test score calculation method that adjusts the test scores according to the difficulty of the test questions and analyzes its specific application by taking the civil engineering course architectural structure design as an example. The results show that the value of the objective difficulty coefficient of the test questions has little influence on the high-score section of the test paper but has a significant influence on the low-score section; The maximum absolute value of the score change rate is between the lowest score and the highest score, which is biased toward the lowest score side. The closer the score is to the highest or lowest score, the less it will be affected. When the objective difficulty coefficient is taken as 0, the score change rate is between - 55.4% to - 15.0%; When it is taken as 0.5, the rate is between - 11.7% to - 3.9%; When it is taken as 0.7, the rate is between - 5.7% to 2.5%. The smaller the objective difficulty coefficient is, the greater the deviation between the calculated score and the paper score. The more dispersed the score is, the greater the difference between the test paper difficulty coefficients of different teaching classes is, and the more significant the difference between the scores calculated by the teaching class alone and by the combined calculation of multiple classes is. When the objective difficulty coefficient is 0.5, the deviation between the scores calculated by the teaching class alone and by the combined calculation of multiple classes is within - 10% to + 3%, and when it is 0.7, the deviation is within - 4% to + 3%. The test score calculation method considering the difficulty of the test questions can reasonably reflect the relationship between the scores and the ability level of the examinees. The objective difficulty coefficient is recommended to be 0.5 to 0.7. When there are multiple teaching classes in the same civil engineering professional course, when the objective difficulty coefficient is not greater than 0.6, it is recommended that multiple classes be calculated together. Each teaching class can be calculated separately when it is greater than 0.6.