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Progress toward Standards as Standards for Progress: A Potential Role for NAEP.
Peer reviewed Peer reviewed
Messick, Samuel – Educational Measurement: Issues and Practice, 1985
The National Assessment of Educational Progress incorporates key elements of a responsible standard-setting process: (1) choice of educational objective; (2) description of current group performance ranges and trends; and (3) the identification of educational contexts differentially related to performance. NAEP results can direct public values…
Descriptors: Academic Achievement, Educational Assessment, Educational Principles, Educational Quality
A Response to "Setting Reasonable and Useful Performance Standards" in the National Academy of Sciences'"Grading the Nation's Report Card."
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Hambleton, Ronald K.; Brennan, Robert L.; Brown, William; Dodd, Barbara; Forsyth, Robert A.; Mehrens, William A.; Nellhaus, Jeff; Reckase, Mark; Rindone, Douglas; van der Linden, Wim J.; Zwick, Rebecca – Educational Measurement: Issues and Practice, 2000
Responds to a negative evaluation of the National Assessment of Educational Progress (NAEP) by the National Academy of Sciences (NAS) and asserts that a review of the evidence for the NAEP performance standards indicates that there is support for the current approach to NAEP standard setting. Considers the scholarship of the NAS evaluation…
Descriptors: Academic Achievement, Elementary Secondary Education, Program Evaluation, Standard Setting (Scoring)
A Response to ACT's Technical Advisors on NAEP Standard Setting.
Peer reviewed Peer reviewed
Pellegrino, James W. – Educational Measurement: Issues and Practice, 2000
Takes issue with support of the standard setting process of the National Assessment of Educational Progress (NAEP) advanced by critics of the evaluation of the standard setting process by the National Academy of Sciences and asserts that the achievement level descriptions developed for the NAEP no longer adhere to policy statements defining the…
Descriptors: Academic Achievement, Elementary Secondary Education, Program Evaluation, Standard Setting (Scoring)
Criterion Bias in Examinee-Centered Standard Setting: Some Thought Experiments.
Peer reviewed Peer reviewed
Kane, Michael – Educational Measurement: Issues and Practice, 1998
Uses several thought experiments to explore the potential impact of the choice of criterion on the results of examinee-centered studies. Conclusions from these experiments are then used to examine the different cutting scores from several contrasting groups studies on the National Assessment of Educational Progress. (SLD)
Descriptors: Bias, Criteria, Cutting Scores, Selection