A Comparative Study of Standard‐setting Methods

Livingston, Samuel A.; Zieky, Michael J.

doi:10.1002/j.2330-8516.1983.tb00038.x

Cited by 31 publications

(30 citation statements)

References 3 publications

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“…The most pervasive finding of the studies that have compared the various standard setting methods has been suggested in this ,,eition-namely, the different methods result in different standards (e.g., Andrew & Hecht, 1976;Sigmon & Halpin, 1984;Livingston & Zieky, 1983;Skakun & Kling, 1980). Because of the disparity in standards established by the various procedures, many researchers recoimend the use of several standard setting procedures (Halpin et al, 1983;Koffler, 1980).…”

Section: Exandnee4ased Methodsmentioning

confidence: 99%

Building a joint-service classification research roadmap: Methodological issues in selection and classification

Campbell¹,

Russell²

1994

PsycEXTRA Dataset

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Section: Exandnee4ased Methodsmentioning

confidence: 99%

Building a joint-service classification research roadmap: Methodological issues in selection and classification

Campbell¹,

Russell²

1994

PsycEXTRA Dataset

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“…Ako príklad metód zameraných na testové položky si spomenieme dva varianty Angoffovej metódy (Angoff, 1971), Nedelského metódu (Nedelsky, 1954) a metódu záložiek (Mitzel, Lewis, Patz, & Green, 2001). Ako príklad metódy zameranej na žiaka si popíšeme metódu kontrastných skupín (Livingston & Zieky, 1982, 1989. Spomedzi zmiešaných metód stručne predstavíme klasifikáciu založenú na measurement decision theory (Rudner, 2009).…”

Section: Príklady Metód Určovania Hraničných Skóreunclassified

“…Napokon si priblížime metódu založenú na kontrastných skupinách (Livingston & Zieky, 1982, 1989. V tejto metóde panelisti neposudzujú úlohy testu, pre ktorý sa má nájsť hraničné skóre, ale žiakov.…”

Section: Príklady Metód Určovania Hraničných Skóreunclassified

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Určovanie hraničných skóre pre kriteriálne testy

Mentel¹

2015

Orbis Scholae

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Abstrakt: Stať skúma proces určovania štandardov (hraničných skóre) pre kriteriálne pedagogické testy. Hlavným cieľom štúdie je poskytnúť ucelený rámec pre určovanie hraničných skóre založený hlavne na anglo-americkej výskumnej literatúre, ako aj na Štandardoch pre pedagogické a psychologické testovanie (AERA, APA, & NCME, 1999). Hlavný dôraz je venovaný procesu vytvárania opisov úrovní výkonu a metódam na určovanie hraničného skóre. Opisy úrovní výkonu sú ukázané na príkladoch zameraných na testovanie čítania s porozumením a sú založené hlavne na testovaní MCAS. Spomedzi metód určovania hraničného skóre, ktoré sú zamerané na testové položky, sú opísané Angoffova a Nedelského metóda a metóda záložiek. Metódy zamerané na osobu žiaka sú zastúpené prístupom založeným na kontrastných skupinách. Reprezentantom metód využívajúcich prvky oboch prístupov je klasifikácia na základe measurement decision theory. V závere sú krátko diskutované otázky validity týchto metód.Kľúčové slová: kriteriálne testy, metódy určovania štandardov (hraničných skóre), čítanie s porozumením, kultúrny kapitál The Standard (Cut Score) Setting for Criterion-referenced Educational TestsAbstract: The study investigates the process of standard (cut score) setting for criterion-referenced educational tests. The main goal of this study is to provide the comprehensive framework on standard setting based mainly on Anglo-American research literature as well as on the Standards for educational and psychological testing (AERA, APA, & NCME, 1999). Main emphasis is dedicated to the process of creating description of performance levels and to the methods of cut score setting. Description of performance levels is shown on some examples concerning the reading comprehension and is based on MCAS testing. Among the test-item centered methods, Angoff, Nedelsky and bookmarking methods are desribed. The person-centered methods are represented by contrasting group approach. As a representant of methods combining both approaches, the measurement decision theory classification is described. The validity issues of these methods are briefly discussed.

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“…In addition, even though numerous methods have been established for setting cut scores, all methods are considered to be arbitrary as well as politically charged [5]. The setting of cut scores are said to be arbitrary because there are chances of many reasonable cut scores.…”

Section: Introductionmentioning

confidence: 99%

Application of the Rasch Model and the Bookmark Method in Setting Cut Scores in Mathematics

Khairani¹,

Razak²,

Shamsuddin³

2014

IJIET

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Abstract-Setting cuts cores is considered one of the most controversial issues in educational measurement. Not only the procedure is complex, it also relies heavily on the judgments of the panelist. The purpose of this paper is to provide evidence of the adequacy of the Bookmark method in setting cut scores. 15 teachers have been employed as panelist for the purpose. A 50 multiple choice item test in Mathematics has been administered to 588 14-years old students. Three cut scores have been set to distinguish students into different performance levels, namely basic, proficient and advanced cut scores. Result shows that the panelist has high satisfaction of the procedure in terms of practicability and implementation of procedures.

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A Comparative Study of Standard‐setting Methods

Cited by 31 publications

References 3 publications

Building a joint-service classification research roadmap: Methodological issues in selection and classification

Building a joint-service classification research roadmap: Methodological issues in selection and classification

Určovanie hraničných skóre pre kriteriálne testy

Application of the Rasch Model and the Bookmark Method in Setting Cut Scores in Mathematics

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