The Influence of Providing Target Group Descriptors When Setting a Passing Score [electronic resource] / James C. Impara, Gerald Giraud and Barbara S. Plake.
A study was conducted to explore empirically the effect of different definitions of the target examinee on the judgment of panelists setting a passing score. Two cut score studies were done in a school district for the same test within a 6-month period, and different definitions of the target candid...
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| Other Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
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2000.
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| Summary: | A study was conducted to explore empirically the effect of different definitions of the target examinee on the judgment of panelists setting a passing score. Two cut score studies were done in a school district for the same test within a 6-month period, and different definitions of the target candidate were provided for each study. In October 1998, 15 teachers, all of whom were middle school or high school mathematics teachers, participated in the first standard setting exercise. The target student was called the "Barely Master Student," a student whose skills are sufficient to justify graduation, "but just barely." The methods and procedures for the April study were essentially the same, but the target examinee was designed to be more skilled. The 10 panelists who participated in both studies typically set higher standards when the target student definition represented a more skilled student. The findings suggest that under the same conditions, cut scores can be very reliably set across time and panels, but when elements of the cut score study change, the cut score may change accordingly. (SLD) |
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| Item Description: | ERIC Document Number: ED445013. ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). |
| Physical Description: | 17 pages. |