NotesFAQContact Us
Search Tips
ERIC Number: ED441841
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
Estimating Cutpoints for the Achievement-Levels Setting Process for the National Assessment of Educational Progress.
Yang, Wen-Ling; Chen, Wen-Hung
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)
Publication Type: Information Analyses; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: American Institutes for Research (CRESS), Kensington, MD.; National Assessment Governing Board, Washington, DC.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress