Setting standards for the purpose of certification is frequently performed using judgmental techniques such as the Angoff method. This study was performed to identify types of items that judges find hard to rate accurately, that is, types of items on which examinees perform differently than predicted by the judges. Once identified these item types…

The use of item response theory models for analyzing the results of judgmental standard setting studies (the Angoff technique) for establishing minimum pass levels is discussed. A comparison of three methods indicates the traditional approach may not be best. A procedure based on generalizability theory is suggested. (GDC)

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…

This study compares the results obtained using the Angoff, borderline group, and contrasting groups methods of determining performance standards. Congruent results were obtained from the Angoff and contrasting groups methods for several test forms. Borderline group standards were not similar to standards obtained with other methods. (Author/PN)

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)

Influences on the educational validity of examinations are reviewed. Changes occurring in approaches to standard setting are traced. A view of reliability is presented, with emphasis on assessment of project work, which often involves individual investigation and design by students. A consistency index formula for grading standards is presented.…

A solution is offered to problems associated with the inequality in the manipulability of probabilities of classification errors of masters versus nonmasters, based on competency test results. Eschewing the typical arbitrary establishment of observed-score standards below 100 percent, the solution incorporates a self-correction of wrong answers.…

Notes that the methods used to set standards for National Assessment of Education Progress (NAEP) tests suggest recommendations for state-level policymakers. Explains the national assessment, basic assumptions in setting performance standards on NAEP, selection of judges, standard-setting methodology for NAEP, and measurement issues in setting…

The relations between Angoff ratings (minimum passing levels) and the actual "p" values for borderline examinees were studied with 115 examinees taking the Certified Financial Planner examination. Findings do not suggest that the Angoff judges' task is nearly impossible, but they do suggest the need to improve standard-setting…

The process used to identify the provisional locations of points that would inform the National Assessment Governing Board in setting achievement levels for the science National Assessment of Educational Progress (NAEP) is described. This process includes identification of panelists for achievement-level setting and the method for converting…

This issue brief outlines the immediate need for more accurate dropout and graduation data, while providing a snapshot of work currently underway. By drawing on two prominent methods for calculating graduation rates: the National Governors Association's endorsed longitudinal approach and the Averaged Freshman Graduation Rate (AFGR), this brief…

This paper explains the multifacet technology for analyzing performance examinations and the fair average method of setting criterion standards. The multidimensional nature of performance examinations requires that multiple and often different facets elements of a candidate's examination form be accounted for in the analysis. After this is…

This paper offers answers to nine important questions concerning standard-setting issues and methods: (1) Should normative or content-referenced standards be used? (2) Different standard-setting methods yield different results. What is your reaction to this finding? That of your clients? Does this finding present a problem for the application of…

This paper presents the author's responses to nine questions addressed to the standard-setting symposium participants. A central theme in this assessment is that one cannot clearly demonstrate, a priori, that either a normative or a content-referenced approach is superior. Most methods used to date have been insufficiently grounded in…