Evidence-Based Standard Setting

Establishing a Validity Framework for Cut Scores

Bibliographic Data

ID9730635
AuthorsKatie Larsen Mcclarty (Pearson, Austin, TX, corresponding author), 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)
Year2013
Volume42
Issue2
Pages78-88
Publication date2013-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x12470855
OpenAlexW2145030212
LanguageEN
Citations received3
References cited18

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