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| Autor/inn/en | Yang, Wen-Ling; Chen, Wen-Hung |
|---|---|
| Titel | Estimating Cutpoints for the Achievement-Levels Setting Process for the National Assessment of Educational Progress. |
| Quelle | (2000), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Academic Standards; Constructed Response; Cutting Scores; Elementary Secondary Education; Estimation (Mathematics); Item Response Theory; Multiple Choice Tests; National Competency Tests; Scoring; Standard Setting (Scoring); National Assessment of Educational Progress |
| Abstract | This paper provides a historical review of the changes and improvements made in estimating numerical cutpoints for the National Assessment of Educational Progress (NAEP). While reviewing the various methodologies used for collecting judgment data, the paper discusses: (1) the incorporation of Item Response Theory for setting standards; (2) methodologies for converting judgment data into achievement level cutpoints; (3) combining cutpoints estimated for dichotomously scored multiple-choice items and polytomously scored constructed response items; and (4) deriving group cutpoints from the estimates of individual cutpoints for items and judges. In addition to the eight formal achievement level setting (ALS) processes that have been used, pilot studies and field trials have evaluated other approaches before the formal standard-setting process. In general, methodologies can be categorized into item-by-term rating (analytical) and holistic approaches. This review illustrates the importance and significance of the application of Item Response Theory in setting NAEP achievement levels. (Contains 1 table and 25 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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