To set a standard on the "beardedness" test (see TM 507 062) the probability that a student with a specific score will be judged as bearded must be estimated for each test score. To get an unbiased estimate of that probability, a representative sample of students at each test score level must be chosen. (BW)

Livingston's (TM 507 218) response to Rowley (TM 507 062) is compared with the original Zieky and Livingston formulation of the Contrasting Groups Method of setting standards. (BW)

Five methods of equating minimum-competency tests were compared using the Florida Statewide Student Assessment Test, Part II, for 1984 and 1986. Four of five methods yielded essentially comparable results for the highest scoring 84% of the students. Different lengths of anchor items were compared, using the concurrent item response theory equating…