Literaturnachweis - Detailanzeige
| Autor/inn/en | Moloi, Qetelo; Kanjee, Anil |
|---|---|
| Titel | Applicability of Two Standard Setting Methods for Enhancing the Reporting of Assessment Results within the South African Education Context |
| Quelle | In: South African Journal of Education, 41 (2021) 4, Artikel 1974 (9 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Moloi, Qetelo) ORCID (Kanjee, Anil) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-0100 |
| Schlagwörter | Foreign Countries; Standard Setting (Scoring); Student Evaluation; Elementary School Students; Grade 6; Cutting Scores; Mathematics; English; Evaluation Methods; South Africa |
| Abstract | The study reported on here contributes to the growing body of knowledge on the use of standard setting methods for improving the reporting and utility value of assessment results in South Africa as well as for addressing the conceptual shortcomings of the Curriculum and Assessment Policy Statement (CAPS) reporting framework. Using data from the "verification" version of the Annual National Assessments (ANAs), we explored relevant technical and conceptual factors to consider for the application of standard setting methods. Two sets of panellists were trained to generate cut scores for Grade 6 mathematics and English First Additional Language (FAL), one using the Angoff method and the other the Objective Standard Setting (OSS) method. The findings indicate that the 2 methods generated different sets of cut scores across the performance levels for both subjects. While these cut scores had significant implications for the percentage of learners classified at each performance level, they were consistent with findings from other studies. We also identified 4 key factors to address when undertaking standard setting exercises: engagement with test content, resource requirements, requisite expertise and software, and collective accountability. We conclude that standard setting approaches should be the preferred option to the CAPS reporting framework when reporting assessment results in South Africa. More importantly, the decision on the most appropriate method for the South African context depends largely on the extent to which the 4 key factors identified can be addressed. (As Provided). |
| Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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