ERIC Number: ED392845
Record Type: RIE
Publication Date: 1995-Apr-22
Reference Count: N/A
Setting Standards for Performance Levels Using the Student-Based Constructed-Response Method.
Kahl, Stuart R.; And Others
The assessment instruments of the Maine Educational Assessment emphasize extended constructed-response questions. The results from these assessments are reported in terms of percentages of students at four performance levels. The Student-Based Constructed-Response Method was used to establish performance standards for these levels on the eighth-grade reading and mathematics tests. First, a policy advisory group recommended general definitions for the four performance levels. Then, subject-area committees (including educators and noneducators) translated these definitions into brief subject-specific definitions. The members of these committees served as the judges for standard-setting, assigning individual students to proficiency levels based on a review of the students' answers to the extended constructed-response questions. Work from the full range of the item response theory ability scale was judged to identify the cut score intervals, and extensive review of those intervals pinpointed the cut scores. The judges attained high levels of agreement. (Contains 10 exhibits and 3 references.) (Author/SLD)
Descriptors: Academic Standards, Achievement Tests, Constructed Response, Cutting Scores, Definitions, Educational Assessment, Grade 8, Item Response Theory, Judges, Junior High Schools, Mathematics Tests, Performance Based Assessment, Policy Formation, Reading Tests, Standard Setting (Scoring), State Programs, Test Construction, Testing Programs
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Maine Educational Assessment; Performance Levels
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).