Standard setting in students assessment of higher education institution in Malaysia

Khatimin, Nuraini; Zaharim, Azami; Aziz, Azrilah Abd

doi:10.1109/tale.2014.7062582

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2019

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“…Similarly, in line with the findings of Stone, Koskey and Sondergeld (2011) whose study included five-year successive investigation by using examination data, examinees were at good performance with a favourable standing, where students who participated in the exercises fell within advanced and proficient standing. In contrary to the finding of this study, Khatimin, Zaharim and Aziz (2014) however, found that, after identifying the mastery levels of -0.08 logits, 74% of the examinees were categorized into performance levels below basic and that, only 26% of the students attained the acceptable mastery levels. This means that, the students in their study did not reach the mastery levels to answer the questions correctly.…”

Section: Discussion Conclusion and Recommendationcontrasting

confidence: 99%

Rasch-Based Objective Standard Setting for University Placement Test

Bichi¹,

Talib²,

Embong³

et al. 2019

EJER

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Purpose: University placement test is an important admission policy priority in Nigeria, because it serves as a university-based selection criterion for placement of students into undergraduate programs in Nigeria. Although recently attention have been shifted on the call to develop a standard content and standardize the test, yet attention has not been paid on the development of standard setting in which the decisions to select or reject the applicants are made. This study; therefore, investigated the application Rasch-based Objective Standard Setting (OSS) to establish the standards in a university placement test.

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Section: Discussion Conclusion and Recommendationcontrasting

confidence: 99%