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| Titel: |
Teacher Knows Best: a solution to the marks-to-levels problem in National Curriculum testing |
| Auteur: |
Morrison, Hugh Healy, John Wylie, Caroline |
| Verschenen in: |
British educational research journal |
| Paginering: | Jaargang 21 (1995) nr. 2 pagina's 175-182 |
| Jaar: |
1995-04 |
| Inhoud: |
Criterion-referenced tests are now widely regarded as important instruments in monitoring pupil progress, diagnosing strengths and weaknesses, evaluating the success of instruction, and reporting the performance of pupils, teachers and schools against defined 'standards'. National Curriculum assessment has strayed a long way from its criterion-referenced beginnings, and advocates of adjustments such as rollback would argue that criterion-referenced measurement makes such demands of pupils as to be unworkable. This article argues that the adoption of the Angoff standard-setting methodology to convert test scores to levels could facilitate a return to full criterion-referenced assessment. The Angoff procedure is outlined together with the statistical measures used to monitor the reliability with which standards are set. The contribution which simple tests with Angoff-determined qutscores can make to the dissemination of standards and to the moderation of teacher assessment is presented. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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