Setting Performance Standards: Contemporary Methods

Abstract

This module describes some common standard‐setting procedures used to derive performance levels for achievement tests in education, licensure, and certification. Upon completing the module, readers will be able to: describe what standard setting is; understand why standard setting is necessary; recognize some of the purposes of standard setting; calculate cut scores using various methods; and identify elements to be considered when evaluating standard‐setting procedures. A self‐test and annotated bibliography are provided at the end of the module. Teaching aids to accompany the module are available through NCME.

Creación, Desarrollo y Resultados de la Aplicación de Pruebas de Evaluación basadas en Estándares para Diagnosticar Competencias en Matemática y Lectura al ingreso a la Universidad / Creation, Development and Assessment Tests Standards-based Application Results to Diagnose Math and Reading Skills to University Entrance

“…Los estándares de contenido son definidos como la descripción de conocimientos o habilidades específicas sobre la que se espera que los examinados demuestren su dominio acorde a su edad, nivel o campo de estudio (Cizek, Bunch y Koons, 2004) o lo que los estudiantes deben saber y saber hacer en determinadas áreas (Tourón, 2009), es decir los logros de aprendizaje, para demostrar o acreditar ciertos niveles de aprendizajes o competencia. También estos descriptores son tomados como parte de la validez de contenido del instrumento (Hambleton, 2001).…”

“…Los estándares de desempeño se definen como la descripción del grado de desempeño de los examinados en diferentes categorías (Cizek, Bunch y Koons, 2004) y son usados la mayoría de las veces para informar sobre el desempeño de grupos de estudiantes y el progreso de los centros educativos o estados, en vez de ser utilizados para tomar decisiones acerca de los estudiantes individuales (Linn, 2003).…”

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

“…The bookmark represents judgment of the division between items that the minimally qualified student should master from those items that are not. For selected response item (such as the multiple choice items), "mastery" is defined as having at least the probability of answering the items correctly [11]. For constructed response items (such as partial credit item), "mastery" is defined as having at least a probability of receiving a particular score point or higher.…”

Analysis of Clustering Evaluation Considering Features of Item Response Data Using Data Mining Technique for Setting Cut-Off Scores

“…are generally being used by education expert groups [4]. Standard setting methods by expert groups, however, is time-consuming and expensive.…”