A Qualitative Investigation of Panelists' Experiences of Standard Setting Using Two Variations of the Bookmark Method

Autor/inn/en	Hein, Serge F.; Skaggs, Gary E.
Titel	A Qualitative Investigation of Panelists' Experiences of Standard Setting Using Two Variations of the Bookmark Method
Quelle	In: Applied Measurement in Education, 22 (2009) 3, S.207-228 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Focus Groups; Standard Setting; Cutting Scores; Cognitive Processes; Qualitative Research; Attitude Measures; Test Items; Difficulty Level; Test Construction; Scoring; Grade 5; Elementary School Teachers; Reading Achievement; Psychometrics + Suchen Sie Ihr Suchwort? Standardisierung; Cognitive process; Kognitiver Prozess; Qualitative Forschung; Test content; Testaufgabe; Schwierigkeitsgrad; Testaufbau; Bewertung; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseleistung; Psychometry; Psychometrie
Abstract	Only a small number of qualitative studies have investigated panelists' experiences during standard-setting activities or the thought processes associated with panelists' actions. This qualitative study involved an examination of the experiences of 11 panelists who participated in a prior, one-day standard-setting meeting in which either the traditional bookmark method or the single-passage bookmark method was used. Data were collected using in-depth focus group interviews. A whole text analysis resulted in three major categories. Many participants found the fundamental task of choosing a specific item as a bookmark to be inherently difficult. Some also deviated from the prescribed bookmark procedure and relied on alternative strategies that were highly resistant to change. Participants' views of item difficulty and correct item order also directly impacted the bookmarking process. Implications of the findings for standard-setting procedures and for further research are also addressed. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10