A critical component of the standard setting process is collecting evidence to evaluate the recommended cut scores and their use for making decisions and classifying students based on test performance. Kane (1994, 2001) proposed a framework by which practitioners can identify and evaluate evidence of the results of the standard setting from (1)…

In this article we address the issue of consistency in standard setting in the context of an augmented state testing program. Information gained from the external NRT scores is used to help make an informed decision on the determination of cut scores on the state test. The consistency of cut scores on the CRT across grades is maintained by forcing…

Many approaches to standard-setting use item calibration and student score estimation results to structure panelists' tasks. However, this requires collecting standard-setting judgments after the item analysis results are available. The Scoring Guide Alignment approach collects standard-setting judgments during the scoring sessions from teachers…

Psychometricians continue to introduce new approaches to setting cut scores for educational assessments in an attempt to improve on current methods. In this paper we describe the Item-Descriptor (ID) Matching method, a method based on IRT item mapping. In ID Matching, test content area experts match items (i.e., their judgments about the knowledge…

This document contains the results of a standard setting conducted in January 2002 on the Delaware Student Testing Program (DSTP) Science and Social Studies tests at grades 4 and 6. Each standard setting process entailed convening four groups, one for each grade level and content area, and each group met for 2 days. At the standard setting judges…

This Brief builds on the work of the National Association of State Boards of Education 1997 Study Group on State Assessment Systems by examining one of the state board actions that is most likely to capture the publics attention: setting cut scores on state assessments. This process involves a large measure of human judgment and politics and a…

All New Jersey students in grades 3, 6, 9, and 11 are tested annually in basic reading and computation skills using the New Jersey Minimum Basic Skills (MBS) Tests. The MBS testing program was initiated in 1976. The former Educational Assessment Program tests were used during the tramsition, and test development activities were begun in 1977.…

Outlines a framework for considering the validity of standards-based score interpretations and then considers the potential roles of different stakeholder groups and other participants in that process. Suggests study of a new standard-setting method, the "briefing book," which would describe alternative cut scores. (SLD)

In a coherent educational assessment system, the relation between the cut scores across the grades of a content area should reflect the goals of the educational system moderated by the state of the standards within that system. In this article, we discuss the need for consistent cut scores across the grades of a content area; we present and…

In response to the large numbers of students who were failing or dropping out of basic algebra and calculus classes, Cottey College, in Missouri, developed a math placement program in 1982 using Basic Algebra (BA) and Calculus Readiness (CR) tests from the Mathematical Association of America's Placement Testing Program. Cut off scores for the…

Kansas law requires setting passing scores for the reading and mathematics competency test for 2nd, 4th, 6th, 8th, and 11th grade students, administered annually since April of 1980. New objective-referenced tests are prepared each year. Both judgmental (Angoff, Ebel, and Nedelsky) methods and empirical (contrasting groups and borderline) methods…

Rasch model statistics and domain-referenced test development methods were used in the Virginia Basic Learning Skills (BLS) testing programs and the Graduation Competencies testing program in order to increase the fairness and effectiveness of those programs. Mastery of each of the 83 objectives in reading and mathematics for grades one through…

In 1981, as part of its implementation of Roueche's model for developmental education, Pima Community College (PCC) initiated its first collegewide assessment and placement program. Faculty in the areas of reading, writing, and mathematics met to establish scores on which recommendations for student course placement would be based. A study was…

This paper describes the meeting of the Reading and Writing Advisory Committee of the New Jersey Basic Skills Council with selected high school English teachers and administrators. This panel established cut scores for statewide interpretation of the New Jersey College Basic Skills Placement Test (NJCBSPT). The NJCBSPT is administered to all…

Intended for use by school administrators, guidance counselors, teachers and proctors, this manual contains general information on the New York State Regents examinations and competency tests, as well as specific regulations and procedures for ordering, administering, and rating these examinations. The competency testing requirements for a local…