Setting Benchmarked Performance Standards: A Content Focused, Judgmental Approach, Procedures, and Some Empirical Results

Autor/inn/en	Ferrara, Steve; Lewis, Daniel; D'Brot, Juan
Titel	Setting Benchmarked Performance Standards: A Content Focused, Judgmental Approach, Procedures, and Some Empirical Results
Quelle	In: Journal of Applied Testing Technology, 22 (2021) 1, S.52-73 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-5636
Schlagwörter	Benchmarking; Standards; Tests; College Readiness; Career Readiness; Cutting Scores; Workshops; National Competency Tests; Foreign Countries; International Assessment; Achievement Tests; Secondary School Students; History; Standard Setting; High School Students; Performance Based Assessment; Exit Examinations; Biology; Science Tests; West Virginia; National Assessment of Educational Progress; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Standard; Examination; Prüfung; Examen; Lernwerkstatt; Schulung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Geschichte; Geschichtsdarstellung; Standardisierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leistungsermittlung; Final examination; Abschlussprüfung; Biologie
Abstract	In this paper we describe content focused, practical procedures to establish benchmarked performance standards for educational and other tests. To implement our procedures, we identify one or more external benchmark (e.g., NAEP or PISA performance levels, college and career readiness benchmarks); link to the external benchmarks to locate those standards on a test's score scale; write aligned achievement level descriptors; and train standard setting panelists to review, then retain or adjust, the benchmarked cut scores and provide content based rationales for resulting recommendations. We provide rationales for benchmarking cut scores; define and characterize benchmarked cut scores; describe the history and evolution of benchmarked cut scores; review differences between our content focused approach, which employs empirical analyses, and purely empirical benchmarking; and describe workshop procedures and selected results from establishing benchmarked cut scores and performance standards for two assessment programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01