This 1982 supplement is a further elaboration to the Writing Assessment which was distributed in 1981 to assist schools in assessment of writing by detailing scoring procedures, standard-setting, and the reporting of results. The supplement deals with retesting, alternative methods for setting standards, establishing score equivalency on writing…

Three questions were addressed by this study: (1) Do the Ebel, Nedelsky, and Angoff methods of setting minimum competency standards produce different cutting scores for the same test? (2) When utilized by raters of different competencies, do these methods result in different Standards? and (3) Are the standards set by the different methods the…

Six measurement-related problems which face educators attempting to implement minimum competency-oriented instruction (MC-OI) are isolated. They are: (1) choosing appropriate competencies to measure; (2) acquiring appropriate tests; (3) setting standards for MC-OI; (4) selecting suitable sanctions; (5) providing equidifficult examination…

The setting of standards involves subjective value judgments. The inherent arbitrariness of specific standards has been severely criticized by Glass. His antagonists agree that standard setting is a judgmental task but they have pointed out that arbitrariness in the positive sense of serious judgmental decisions is unavoidable. Further, small…

Political and educational consequences of standard setting for criterion-referenced tests are discussed. Suggestions for setting standards are given. (JKS)

Focuses on how state policies affect the teacher-learner relationship in classrooms. Particular attention is given to standard setting as implemented through testing mechanisms. With respect to students, test-based standards as well as test-based instructional processes are examined. With respect to teachers, test-based standards for professional…

Two new indices of stability of content-referenced standard-setting results are presented, relating variability of judges' decisions to the variability of candidate scores and to the reliability of the test. These indices are used to indicate whether scores resulting from a standard-setting study are of sufficient precision. (Author/LMO)

The most important responsibility of any Board of Education is the selection of its Superintendent of Schools. The Council of the Great City Schools compiled this document to assist its member school boards in beginning the search for a new superintendent. Many models exist for conducting a search in urban schools: a basic and generic one is…

Passing scores for licensure and certification tests are justified by showing that decisions based on the passing score achieve the purposes of the credentialing program while avoiding any serious negative consequences. The passing score is justified to the extent decisions based on it have positive consequences. More specifically, the standard…

In the context of controversy over the use of high stakes testing, the Pennsylvania State Education Association (PSEA) asked for an evaluation of the performance levels and cut score of the Pennsylvania System of School Assessment (PSSA) mathematics and reading tests. While awaiting technical documentation from the Pennsylvania Department of…

Confusion in the terminology used in criterion-referenced measurement specifications and development and standard setting and the attendant role of cut-off scores are shown to need practical clarification through psychometric research on test applications and consequences. (CM)

The use of achievement levels and anchor points in press reports of the 1990 National Assessment of Educational Progress mathematics assessment was studied. In a review of 41 articles, widespread oversimplification and frequent misinterpretations were found, sometimes stemming from standards-based reporting. Implications for future standards-based…

The career of educator C. B. Conway provides a vantage point from which to examine the changes in educational administration in Canada from the implementation of progressive reforms in the 1930s to the neoprogressive reforms of the 1970s, which have been increasingly defined in political terms. (SLD)

Describes workshops designed to set standards for freshman technological literacy at James Madison University (Virginia). Results indicated that about 30% of incoming freshmen could meet the standards set initially; by the end of the year, an additional 50-60% could meet them. Provides recommendations for standard setting in a general education…

A design for test equating based on Item Response Theory is proposed and illustrated through a simulation study of about 1,000 primary students taking two examinations. This test-equating method allows decision makers in a standard setting exercise access to high quality information. (SLD)