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ERIC Number: EJ974595
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0731-1745
Connotative Meanings of Student Performance Labels Used in Standard Setting
Burt, Winona M.; Stapleton, Laura M.
Educational Measurement: Issues and Practice, v29 n4 p28-38 Win 2010
The purpose of this study was to investigate the connotation of performance labels used in standard setting. For example, do the performance labels "basic," "proficient," and "advanced" hold different connotations than "limited knowledge," "satisfactory," and "distinguished"? If these terms hold different connotations, such differences may play a role in the standard-setting process. A nationally representative sample of participants (n = 167) provided connotation ratings to an online instrument containing an experimental manipulation. Results suggested that the selected terms themselves do hold different connotations. After definitions were provided with the terms, the differences in the evaluative nature of the labels were mitigated. However, some differences remained; the term "limited knowledge" was persistently perceived as less favorable than "basic" and "apprentice," and "satisfactory" was persistently perceived as less favorable than "proficient." (Contains 4 tables and 3 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001