Setting Performance Standards on Complex Educational Assessments

Abstract

Performance assessments have become popular in education and credentialing, and performance standards are common for interpreting and reporting scores. However, because of the unique characteristics of these assessments compared to multiple-choice tests (such as polytomous scoring), new and validstandard-setting methods are needed. Well-known standard-setting methods are no longer applicable. A number of promising methods for setting performance standards are described and their strengths and weaknesses are discussed. Suggestions for additional research are offered.

The Applicability of the NCLEX-RN to the Canadian Testing Population: A Review of Regulatory Body Evidence

“…Second, the independent party should be given the task of designing a competency comparison approach that includes broad representation from the communities of interest (i. e. nursing schools, regulatory bodies, unions, and associations). Consideration should be given to using a modified standard setting process for rating individual competency items (Hambleton 2012). Third, any survey that is used to determine nursing practice should undergo cognitive testing, revision, and pilot testing prior to administration to ensure that the items used do not contain any cultural or practice biases (Marsden & Wright, 2010).…”

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

“…También estos descriptores son tomados como parte de la validez de contenido del instrumento (Hambleton, 2001). Esta diferenciación entre estándares de contenido y estándares de desempeño o rendimiento ha sido la más ampliamente difundida y adoptada (Ravitch, 1996;Tourón, 2009).…”

La détermination de standards minimaux dans le cadre d’indicateurs de résultats

“…Par exemple, la simplicité de mise en oeuvre, la facilité de communication, le nombre et les caractéristiques des experts sont autant de critères dont l'importance dépend principalement des objectifs du test. Hambleton (2001) préfère même poser des critères d'évaluation sous forme de questions plutôt que sous forme de consignes strictes, tant les situations peuvent être différentes.…”