Anchored Graphical Representations: A Graphical Alternative to Traditional Just Qualified Candidate Descriptors for Licensure Tests. Research Report. ETS RR-18-40

Autor/inn/en	Kannan, Priya; Tannenbaum, Richard J.; Hebert, Delano
Titel	Anchored Graphical Representations: A Graphical Alternative to Traditional Just Qualified Candidate Descriptors for Licensure Tests. Research Report. ETS RR-18-40
Quelle	In: ETS Research Report Series, (2018), (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Licensing Examinations (Professions); Visual Aids; Standard Setting; Mathematics Teachers; Social Studies; Teacher Certification; Elementary School Teachers; Scores; New Jersey; Praxis Series + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Standardisierung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Elementary school; Grundschule; Volksschule
Abstract	A well-constructed just qualified candidate (JQC) description is needed to arrive at a reasonable passing score for licensure tests. Traditionally, such descriptions consist of a list of knowledge and skill statements without sufficient context to internalize its intended meaning, allowing the standard-setting panelists to make idiosyncratic interpretations. In a series of studies, we evaluated an alternative JQC description called anchored graphical representation (AGR). AGRs are intended to provide both text and visual organizers by each tested domain to contextualize the meaning of the JQC. In Study 1, 22 mathematics educators participated in a mock standard-setting study and were randomly assigned to conditions in which they used either the AGR-based or the text-based definitions in making standard-setting judgments. In Study 2, 17 social studies educators were randomly assigned to either the AGR-based or text-based condition. While the overall passing score did not noticeably vary between the conditions, consistent with our expectations, results from both studies showed that the domain passing scores for the AGR groups reflected the relative importance of each test domain for the JQC and that the inter-panelist variability was smaller for the AGR groups. Collectively, our results indicate that use of the AGR resulted in standard-setting ratings that were more aligned with the panelists' differential expectations of JQCs' performance for each domain, and the results add to the procedural validity evidence supporting the reasonableness of standard-setting recommendations. (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01