Examined the reliability and accuracy of item performance estimates from an Angoff standard setting application with 29 panelists on 1 year and 30 in the next year. Results provide evidence that item performance estimates were both reasonable and reliable. Discusses factors that might have influenced the results. (SLD)

In the traditional Angoff Standard Setting Method, experts are instructed to predict the possibility that a randomly selected, hypothetical minimally competent candidate will be able to answer each multiple choice question in the test correctly. These item performance estimates are averaged across panelists and aggregated to determine the minimum…

The purpose of this study was to investigate further the effect of differential item performance by males and females on tests which have different item arrangements. The study allows for a more accurate evaluation of whether differential sensitivity to reinforcement strategies is a factor in performance discrepancies for males and females.…

Judgmental standard setting methods, such as the W. H. Angoff (1971) method, use item performance estimates as the basis for determining the minimum passing score (MPS). Therefore, the accuracy of these item performance estimates is crucial to the validity of the resulting MPS. Recent researchers, (L. A. Shephard 1994; J. Impara, 1997) have called…

Judgmental standard setting approaches rely on the perceptions of experts about examinee performance on a test. Traditional standard setting methods ask panelists to estimate how well a randomly selected hypothetical examinee who is representative of a well-defined target group, usually a minimally competent candidate (MCC), will perform on each…

Judgmental standard setting methods, such as the Angoff method (W. Angoff, 1971), use item performance estimates as the basis for determining the minimum passing score (MPS). Therefore the accuracy of these item performance estimates is crucial to the validity of the resulting MPS. Recent researchers (L. Shepard, 1994; J. Impara, 1997) have called…

Many states use a statewide assessment strategy to evaluate districts on common measures. Because districts in Nebraska are not measured on common instruments, comparisons of district performance are difficult. The accountability model described in this paper contains three components related to school district performance on academic content…

Number right and elimination scores were analyzed on a college level mathematics exam assembled from pretest data. Anxiety measures were administered along with the experimental forms to undergraduates. Results suggest that neither test scores nor attitudes are influenced by item order knowledge thereof, or anxiety level. (Author/GK)

Judgmental standard setting approaches rely on the perceptions of experts about examinee performance on a test. Traditional standard setting methods ask panelists to predict the probability that a randomly selected, hypothetical minimally competent candidate (MCC) will correctly answer test questions. Item performance predictions are difficult for…

Because districts in Nebraska are not measured on common instruments, comparisons are difficult. This study examined a district evaluation strategy that classifies districts into school performance ratings (SPR) based on a combination of three factors. Student performance and non-cognitive indicator data for three grade levels and two content…