NotesFAQContact Us
Search Tips
ERIC Number: ED475362
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Teacher Judgment and Mastery Score Setting for Nebraska's Local Assessment Reporting System: Efficacy and Appropriateness.
Giraud, Gerald T.; Buckendahl, Chad; Lucas, Mike
This study examined the efficacy of teacher judgment in the process of setting mastery scores (cut scores) for fourth-grade mathematics in local school districts in Nebraska in terms of agreement between teacher classification of students and classification by the cut score obtained by this classification. The study also examined cut scores in terms of appropriateness by examining cut score differences across levels. Data, in the form of cut scores, student classification by teachers, and classification by cut scores, were obtained from 4 small-to-medium school districts for a total of 374 fourth graders. Analysis reveals that the classification of students into mastery levels is often no in agreement with student classification determined by the cut scores resulting from the modified contrasting groups method, a method dependent on teacher classification of students. The inherent limitations of the modified contrasting groups method as applied by the districts in this study suggest that other more rigorous standard setting methods should be applied. (Contains 11 figures and 5 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
Identifiers - Location: Nebraska