Setting Proficiency Standards for School Leadership Assessment: An Examination of Cut Score Decision Making

Autor/inn/en	Cravens, Xiu Chen; Goldring, Ellen B.; Porter, Andrew C.; Polikoff, Morgan S.; Murphy, Joseph; Elliott, Stephen N.
Titel	Setting Proficiency Standards for School Leadership Assessment: An Examination of Cut Score Decision Making
Quelle	In: Educational Administration Quarterly, 49 (2013) 1, S.124-160 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X12455330
Schlagwörter	Instructional Leadership; Cutting Scores; Decision Making; Standard Setting (Scoring); Influences; Principals; Administrator Evaluation; Competence; Rating Scales; Administrator Effectiveness + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Decision-making; Entscheidungsfindung; Bewertungsskala; Influence; Einfluss; Einflussfaktor; Principal; Schulleiter; Kompetenz; Rating-Skala
Abstract	Purpose: Performance evaluation informs professional development and helps school personnel improve student learning. Although psychometric literature indicates that a rational, sound, and coherent standard-setting process adds to the credibility of an assessment, few studies have empirically examined the decision-making process. This article sheds light on the inner workings of setting cut scores for leadership proficiency from the deliberative perspectives of expert-panel participants, including principals, teachers, district supervisors, and researchers. Research Design: Qualitative methods are used to observe and document a standards-setting process as it takes place and to analyze the results. Findings: The findings indicate that setting cut scores for principal leadership proficiency is a cognitively demanding but achievable process for effective implementation of carefully designed procedures. The study also provides insight regarding the influence of external factors, such as backgrounds of panelists, consideration of school contexts, and concerns about consequence during the standard-setting deliberation. (Contains 3 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10