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ERIC Number: ED457196
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
Making the Cut: A Qualitative Inquiry into the Setting of Cut Scores on School District Assessments.
Giraud, Gerald; Impara, James C.
This study investigated the cut score setting process as it occurred in two large Midwestern school districts, focusing on how the teachers who were the instruments by which cut scores were set experienced the process. Eight standard setting workshops using the Angoff approach were observed. Workshops for mathematics, reading, or writing at grades 2, 5, and 8 involved panels of from 24 to 28 teachers, and the ninth grade workshop involved 15 teachers. In addition to observation data, researchers held interviews with eight teachers who participated in the workshops and focus groups with five teachers after the grade-2 writing workshop and with three teachers after the grade-5 mathematics workshop. Some teachers answered questions after the fifth grade reading and writing workshops. In all of these workshops, teachers made judgments that resulted in cut score recommendations. These participants had volunteered for standard setting or had been recruited for their skills and cooperation. They came to the process with a willingness to help the district and the students, and they wanted to do well. These teachers were sensitive to the training provided in the Angoff workshops and were aware of district political and economic concerns. They were interested in setting cut scores that were in agreement with the district's goals for acceptable scores. Teachers relied on the definitions of the target examinee and the training provided in cut score workshops as clues to the policymakers' goals. The training these teachers received appeared to contribute to reliability. Several recommendations are made for improving the standard setting process. (Contains 16 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A