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| Titel: |
Choosing Between Examinee-Centered and Test-Centered Standard-Setting Methods |
| Auteur: |
Kane, Michael |
| Verschenen in: |
Educational assessment |
| Paginering: | Jaargang 5 (1998) nr. 3 pagina's 129-145 |
| Jaar: |
1998-07-01 |
| Inhoud: |
Alternate approaches to standard setting cannot be evaluated in terms of their accuracy, because the standard does not exist until we set it. To set a standard is to establish a policy, and policies are evaluated in terms of their appropriateness, reasonableness, and consistency, rather than in terms of accuracy. Of the 2 general approaches to standard setting currently in use. the test-centered methods rely on judgments about test items, whereas the examinee-centered methods rely on judgments about examinees. This article examines criteria for choosing between these 2 approaches to standard setting in terms of empirical criteria and in terms of whether the method is consistent with (a) the model of achievement underlying test design and interpretation and (b) the assessment methods being used. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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