Establishing and Applying Performance Standards for Curriculum-Based Examinations

Autor/inn/en	Bennett, John; Tognolini, Jim; Pickering, Samantha
Titel	Establishing and Applying Performance Standards for Curriculum-Based Examinations
Quelle	In: Assessment in Education: Principles, Policy & Practice, 19 (2012) 3, S.321-339 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2011.614219
Schlagwörter	Feedback (Response); Tests; Foreign Countries; Cutting Scores; Curriculum Based Assessment; Criterion Referenced Tests; Norm Referenced Tests; Academic Standards; High Stakes Tests; Group Testing; Standard Setting (Scoring); Performance Based Assessment; Program Descriptions; Evaluation Methods; Item Response Theory; Accountability; Summative Evaluation; Scoring Formulas; Evaluation Criteria; Time Perspective; Australia + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Ausland; Gruppentest; Bewertungsskala; Leistungsermittlung; Item-Response-Theorie; Verantwortung; Scoring rubrics; Auswertungsbogen; Zeitbezug; Australien
Abstract	This paper describes how a state education system in Australia introduced standards-referenced assessments into its large-scale, high-stakes, curriculum-based examinations in a way that enables comparison of performance across time even though the examinations are different each year. It describes the multi-stage modified Angoff standard-setting procedure used to establish cut-off scores on subject examinations, and how the results from this exercise were then used to develop standards packages. These packages illustrate the performances of students at the borders between the various bands. The paper also shows how originally it was intended to use a Rasch measurement model to create the statistical feedback used in the standard-setting procedure. It also describes the modifications to the feedback that were necessary to meet the real-time constraints of this large-scale examination programme. It argues that consideration should now be given to using the Rasch model to provide this feedback instead of the current approach. (Contains 6 figures, 1 table and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10