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ERIC Number: ED403289
Record Type: Non-Journal
Publication Date: 1995-Aug
Pages: 12
Abstractor: N/A
Reference Count: N/A
Setting Standards on Performance Assessments: Promising New Methods and Technical Issues.
Hambleton, Ronald K.
Performance assessments in education and credentialing are becoming popular. At the same time, there do not exist any well established and validated methods for setting standards on performance assessments. This paper describes several of the new standard-setting methods that are emerging for use with performance assessments and considers their strengths and weaknesses. Methods described that are being applied to performance assessments are: (1) contrasting groups; (2) extended Angoff; (3) estimated mean, expected score distribution; (4) paper selection; (5) holistic or booklet; (6) dominant profile; and (7) policy capturing. A special problem is that of compensatory versus conjunctive standard setting. A compensatory standard is one in which any candidate who achieves a defined total score will pass. In conjunctive standard setting, raters set a conjunctive standard by stressing the most important parts of the assessment or making performance on a given item decisive rather than relying on overall score. A simulation study that compared the reliability and validity of these two approaches found surprising results for the conjunctive standard that suggest that increasing numbers of candidates will fail as the assessment length increases, and validity will actually decline. More research is needed to find better ways to set standards on performance assessments, although substantial evidence shows that defensible standards can be set for achievement and credentialing performance examinations. (Contains 4 figures and 12 references.) (SLD)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A