Comparison of Program Effects [electronic resource] : The Use of Mastery Scores / Jennie P. Yeh and Raymond Moy.
The setting of a cut-off score on a mastery test usually involves a consideration of one or more of the following elements: (1) the distribution of observed test scores; (2) the type of mastery criterion used; (3) the level of acceptable risks of mis-classification; (4) the loss of functions of mis-...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1980.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED205604 | ||
| 100 | 1 | |a Yeh, Jennie P. | |
| 245 | 1 | 0 | |a Comparison of Program Effects |h [electronic resource] : |b The Use of Mastery Scores / |c Jennie P. Yeh and Raymond Moy. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1980. | ||
| 300 | |a 25 p. | ||
| 500 | |a ERIC Document Number: ED205604. | ||
| 500 | |a Sponsoring Agency: National Inst. of Education (ED), Washington, DC. |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a The setting of a cut-off score on a mastery test usually involves a consideration of one or more of the following elements: (1) the distribution of observed test scores; (2) the type of mastery criterion used; (3) the level of acceptable risks of mis-classification; (4) the loss of functions of mis-classifications; and (5) the distribution of true scores. In order to illustrate several procedures for setting cut-off scores, and how various considerations may change the cut-off score value, a data set was obtained consisting of 99 foreign engineering graduate students' test scores on a sample of 87 items from the UCLA English as a Second Language proficiency test, their grade point average, the number of university courses failed, and percentile scores from the Graduate Record Examination. The methods examined include a norm-referenced vs. a theoretical criterion; cut-off scores based on acceptable risks of mis-classification; Huynh's optimal decision rule model; Wilcox's optimal cut-off score based on observed scores and an external criterion; and Wilcox's method for approximating true score distribution. (Author/BW) | ||
| 650 | 0 | 7 | |a Classification. |2 ericd. |
| 650 | 0 | 7 | |a Criteria. |2 ericd. |
| 650 | 1 | 7 | |a Cutting Scores. |2 ericd. |
| 650 | 0 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Language Tests. |2 ericd. |
| 650 | 0 | 7 | |a Mastery Tests. |2 ericd. |
| 650 | 1 | 7 | |a Models. |2 ericd. |
| 650 | 0 | 7 | |a Test Norms. |2 ericd. |
| 650 | 1 | 7 | |a Testing Problems. |2 ericd. |
| 650 | 0 | 7 | |a True Scores. |2 ericd. |
| 700 | 1 | |a Moy, Raymond. | |
| 710 | 2 | |a University of California, Los Angeles. |b Center for the Study of Evaluation. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED205604.pdf |z Full Text (via ERIC) |
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