Teachers' Conceptions of the Target Examinee in Angoff Standard Setting

Autor/inn/en	Giraud, Gerald; Impara, James C.; Plake, Barbara S.
Titel	Teachers' Conceptions of the Target Examinee in Angoff Standard Setting
Quelle	In: Applied Measurement in Education, 18 (2005) 3, S.223-232 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Elementary Secondary Education; Cutting Scores; Standard Setting (Scoring); Workshops; Teacher Attitudes; Knowledge Level; Testing + Suchen Sie Ihr Suchwort? Bewertungsskala; Lernwerkstatt; Schulung; Lehrerverhalten; Wissensbasis; Testdurchführung; Testen
Abstract	In cut score setting processes, subject matter experts are asked to make judgments about the likely performance of examinees at a targeted skill level. When cut scores are used in K-12 settings to separate students who have and have not mastered certain skills, the target examinee may be characterized as the barely proficient or barely master student. This study examines how teachers who participate in cut score setting workshops conceptualize these target examinees. This article found that teachers' descriptions of target examinees were similar across subject matter and grade level, and also reflected the definitions provided by workshop facilitators. Findings have implications for interpreting cut scores. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10