A Conceptual Analysis of Standard Setting in Large-Scale Assessments. Research Report 94-3.

Autor/in	van der Linden, Wim J.
Institution	Twente Univ., Enschede (Netherlands). Faculty of Educational Science and Technology.
Titel	A Conceptual Analysis of Standard Setting in Large-Scale Assessments. Research Report 94-3.
Quelle	(1994), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Criteria; Cutting Scores; Educational Assessment; Evaluation Methods; Foreign Countries; Scoring; Standard Setting (Scoring); Standards; Test Construction + Suchen Sie Ihr Suchwort? Schulleistung; Education; assessment; Bewertungssystem; Ausland; Bewertung; Bewertungsskala; Standard; Testaufbau
Abstract	Elements of arbitrariness in the standard setting process are explored, and an alternative to the use of cut scores is presented. The first part of the paper analyzes the use of cut scores in large-scale assessments, discussing three different functions: (1) cut scores define the qualifications used in assessments; (2) they simplify the reporting of achievement distributions; and (3) they allow for the setting of targets for such distributions. The second part of the paper gives a decision-theoretic alternative to the use of cut scores and shows how each of the three functions identified in the first part can be approached in a way that may reduce some of the arbitrary nature of standard setting processes. The third part of the paper formulates criteria for standard setting methods that can be used to evaluate their results. (Contains six figures and eight references.) (Author/SLD)
Anmerkungen	Bibliotheek, Faculty of Educational Science and Technology, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC