The Yes/No Angoff and Bookmark method for setting standards on educational assessment are currently two of the most popular standard-setting methods. However, there is no research into the comparability of these two methods in the context of language assessment. This study compared results from the Yes/No Angoff and Bookmark methods as applied to a Taiwanese national sixth-grade English assessment composed only of multiple-choice items. Thirty-two panelists implemented both methods to establish three cut scores. The results show there are discrepancies in the final mean cut scores between the two methods, with some large differences. Evaluation data collected from standard-setting panelists indicated similar levels of confidence in setting cut scores, and each standard-setting procedure has its own strengths and weaknesses. Implications of this study and future research directions are presented at the end of this study.