The past decade has seen an emerging interest in mapping (aligning or linking) test scores to language proficiency levels of external performance scales or frameworks, such as the Common European Framework of Reference (CEFR), as well as locally developed frameworks, such as China's Standards of English Language Ability (CSE). Such alignment is…

The authors observe in this commentary that construct maps can help standard-setting panels to make realistic and internally consistent recommendations for performance-level descriptions (PLDs) and cut-scores, but the benefits may not be realized if policymakers do not fully understand the rationale for the recommendations provided by the…

The Angoff method requires experts to view every item on the test and make a probability judgment. This can be time consuming when there are large numbers of items on the test. In this study, a G-theory framework was used to determine if a subset of items can be used to make generalizable cut-score recommendations. Angoff ratings (i.e.,…

Establishing cut scores using the Angoff method requires panelists to evaluate every item on a test and make a probability judgment. This can be time-consuming when there are large numbers of items on the test. Previous research using resampling studies suggest that it is possible to recommend stable Angoff-based cut score estimates using a…

This report documents a standard-setting study to determine recommended minimum scores (cut scores) needed on the Core and Advanced iSkills[TM] assessments for examinees to be considered at a foundational level of ICT literacy skill. Two foundational levels--one for each iSkills assessment--had been specified previously by the National ICT…

The Common European Framework of Reference (CEFR) describes language proficiency in reading, writing, speaking, and listening on a 6-level scale. In this study, English-language experts from across Europe linked CEFR levels to scores on three tests: the TOEFL® iBT test, the TOEIC® assessment, and the TOEIC "Bridge"™ test.…

A job analysis was conducted, focusing on the knowledge and abilities important for beginning French teachers. The results of the job analysis are to be used to define the content domain of the subject assessment in French for the Praxis series of professional assessments for beginning teachers. A domain of 212 knowledge statements and ability…

A job analysis was conducted of the knowledge and skills important for the competent performance of beginning business education teachers. The results of this job analysis will be used to define the content domain of the subject assessment in Business Education for the Praxis Series of professional assessments for beginning teachers. A domain of…

A job analysis was conducted focusing on the knowledge important for beginning Earth and Space Science teachers. The results of the job analysis will be used to define the content domain of the subject assessment in Earth and Space Sciences for the Praxis series of professional assessments for beginning teachers. A domain of 292 knowledge…