Evidence-Based Standard Setting

Establishing a Validity Framework for Cut Scores

Dados Bibliográficos

ID9730635
AutoresKatie Larsen Mcclarty (Pearson, Austin, TX, autor correspondente), Walter D Way (Pearson, Iowa City, IA), Andrew C Porter (0000-0001-9839-0462, University of Pennsylvania, Philadelphia, PA), Jennifer N Beimers (Pearson, Iowa City, IA), Julie A Miles (Pearson, Iowa City, IA)
Ano2013
Volume42
Fascículo2
Páginas78-88
Data de publicação2013-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x12470855
OpenAlexW2145030212
IdiomaEN
Citações recebidas3
Referências citadas18

Performance standards are a powerful way to communicate K–12 student achievement (e.g., proficiency) and are the cornerstone of standards-based reform. As education reform shifts the focus to college and career readiness, approaches for setting performance standards need to be revised. We argue that the focus on assessing student readiness can move performance standards toward an increasingly empirical grounding, leading to more meaningful and understandable standards for student achievement and better guideposts for instructional improvement. Specifically, we describe and illustrate the processes and practices associated with evidence-based standard setting, taking as our example a specific application in the American Diploma Project Algebra II End-of-Course Exam, which was developed as an indicator of college readiness

Academic achievement · Academic standards · Cornerstone · Curriculum · Empirical evidence · Focus (optics · Higher education · Learning standards · Mathematics education · Pedagogy · Political science · Student achievement · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Psychology · Teacher Education and Leadership Studies