Standard Setting: A Guide to Establishing and Evaluating Performance Standards on Tests / Edition 1

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Overview

In Standard Setting: A Guide to Establishing and Evaluating Performance Standards on Tests, authors Gregory J. Cizek and Michael B. Bunch provide the only "go-to" reference on how to set standards on tests in education, licensure, and certification. This book is comprehensive in scope, practical in nature, and definitive in terms of cataloguing the essential conceptual and procedural fundamentals of setting performance standards.

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Editorial Reviews

Psyc CRITIQUES: Contemporary Psychology
A well-timed text, given the legislated requirement of performance standards in our K-12 educational system, as well as the continued need in the process of credentialing professionals. This book would be useful to individuals retained to produce or coordinate standard-setting activites.
Journal of Educational Measurement
It is abundantly apparent that the authors know standard setting and themselves have implemented numerous standard-setting procedures using different methods for different types of assessment programs.... Although the book is very practical, someone who has a fair amount of knowledge in standard setting will not feel shortchanged. There is a richness in the discussions of the methods that engages the reader, such as the different modifications of a method and the situational challenge that warranted each modification. Also, when a specific implementation of a method is discussed in detail, the authors are very conscientious in discussing the impetus for the adaptations. The historical perspective presented for some of the methods is quite intriguing.
Psyc Critiques
A well-timed text, given the legislated requirement of performance standards in our K-12 educational system, as well as the continued need in the process of credentialing professionals. This book would be useful to individuals retained to produce or coordinate standard-setting activites.
PsycCritiques
A well-timed text, given the legislated requirement of performance standards in our K-12 educational system, as well as the continued need in the process of credentialing professionals. This book would be useful to individuals retained to produce or coordinate standard-setting activites.
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Product Details

  • ISBN-13: 9781412916837
  • Publisher: SAGE Publications
  • Publication date: 11/28/2006
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 368
  • Sales rank: 980,745
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.90 (d)

Meet the Author

Gregory J. Cizek is Professor of Educational Measurement at the University of North Carolina, Chapel Hill. His background in the field of educa­tional assessment includes five years as a manager of licensure and certification testing programs for American College Testing (ACT) in Iowa City, Iowa, and 15 years of teaching experience at the col­lege level, where his teaching assignments have consisted primarily of graduate courses in educational testing, research methods, and statistics. He is the author of over 200 books, chapters, articles, conference papers, and reports. His books include Handbook of Educational Policy (Academic Press, 1998); Cheating on Tests: How to Do It, Detect It, and Prevent It (Lawrence Erlbaum, 1999); Setting Performance Standards: Concepts, Methods, and Perspectives (Lawrence Erlbaum, 2001); and Detecting and Preventing Classroom Cheating (Corwin Press, 2003). Dr. Cizek has served as an elected member and vice president of a local school board in Ohio, and he currently works with several states, organizations, and the U.S. Department of Education on tech­nical and policy issues related to large-scale standards-based testing programs for students in grades K–12. He began his career as an ele­mentary school teacher in Michigan, where he taught second and fourth grades.

Michael B. Bunch is Vice-President of Measurement Incorporated, a test development and scoring company serving the statewide assessment community. Dr. Bunch joined MI in 1982 and has built the research and development division of that organization into a team of more than 60 project directors, psychometricians, editors, content specialists, and support staff. Prior to joining MI, Dr. Bunch was a senior professional with NTS Research Corporation, where he provided ESEA Title I evaluation technical assistance to state education agencies. From 1976 to 1978, he was a research psychologist with the American College Testing Program (ACT). Dr. Bunch has authored dozens of professional and technical reports on a variety of topics—many on standard setting—and has presented his work at national conferences, including annual meetings of the American Educational Research Association (AERA), National Council on Measurement in Education (NCME), American Psychological Association (APA), Council of Chief State School Officers (CCSSO), Education Commission of the States (ECS) and Adult Education Research Conference (AERC). He received his Ph.D. in psychological measurement from the University of Georgia.

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Table of Contents

SECTION I: FUNDAMENTALS OF STANDARD SETTING
1. Contemporary Standard Setting: An Enduring Need
The Need to Make Decisions
The Benefits of Standard Setting
General Approaches to Standard Setting
Current Contexts for Standard Setting
2. What is Standard Setting?
Kinds of Standards
Definitions of Standard Setting
Policy Issues and Standard Setting
Item Scoring Criteria and Total-Test Performance Standards
Conclusions
3. Common Elements in Setting Preformance Standards
Purpose
Choosing a Standard Setting Method
Performance Level Labels
Performance Level Descriptions
Key Conceptualizations
Selecting and Training Participants
Evaluating Standard Setting
Providing Feedback to Participants
Professional Guidelines for Standard Setting
Evaluating Standard Setting
Conclusions
SECTION II: STANDARD SETTING METHODS
4. The Nedelsky Method
Procedures for the Nedelsky Method
Alternative Procedures and Limitations
5. The Ebel Method
Procedures for the Ebel Method
Alternative Procedures and Limitations
6. The Angoff Method and Angoff Variations
Procedures for the Angoff Method
Procedures for Angoff Variations
Alternative Procedures and Limitations
7. The Direct Consensus Method
Procedures for the Direct Consensus Method
Alternative Procedures and Limitations
8. The Contrasting Groups and Borderline Group Methods
Procedures for the Contrasting Groups Method
An Example Using the Contrasting Groups Method
The Borderline Group Method
Alternative Procedures and Limitations
9. The Body of Work and Other Holistic Methods
The Judgmental Policy Capturing Method
The Dominant Profile Method
The Analytic Judgment Method
Summary Analysis of Three Holistic Methods
Overview of the Body of Work Method
Procedures for the Body of Work Method
An Application the Body of Work Method
Alternative Procedures and Limitations
10. The Bookmark Method
Overview of the Bookmark Method
An Implementation of the Bookmark Method
Alternative Procedures and Limitations
11. The Item-Descriptor Matching Method
Procedures for the IDM Method
Alternative Procedures and Limitations
12. The Hofstee and Beuk Methods
The Hofstee Method
Procedures for Implementing the Hofstee Method
The Beuk Method
Procedures for Implementing the Beuk Method
Alternative Procedures and Limitations
SECTION III: CHALLENGES AND FUTURE DIRECTIONS IN STANDARD SETTING
13. Scheduling Standard Setting Activities
Scheduling Standard Setting for Educational Assessments
Scheduling Standard Setting for Credentialing Programs
Conclusions and Recommendations
14. Vertically-Moderated Standard Setting
The Interrelated Challenges
A Brief History of Vertically-Moderated Standard Setting
What Is Vertically-Moderated Standard Setting?
Approaches to VMSS
Applications of VMSS
An Illustration of VMSS Procedures
Alternative Procedures and Limitations
15. Standard Setting on Alternate Assessments
The Unique Challenges of Alternate Assessment
Necessary Conditions for Alternate Assessment Systems
A Generalized Holistic (GH) Method
Limitations and Alternative Procedures
16. Special Topics and Next Steps
Rounding
Methods of Adjusting Cut Scores
Deciding How to Incorporate Uncertainty
Generalizability of Standards
Using Multiple Methods of Standard Setting
Improving Participant Training

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