The subjective aspect of standard-setting is often criticized, yet data-driven standard-setting methods are rarely applied. Therefore, we applied a mixture Rasch model approach to setting performance standards across several testing programs of various sizes and compared the results to existing passing standards derived from traditional…

Despite the popularity of traditional fit index cutoffs like RMSEA [less than or equal to] 0.06 and CFI [greater than or equal to] 0.95, several studies have noted issues with overgeneralizing traditional cutoffs. Computational methods have been proposed to avoid overgeneralization by deriving cutoffs specifically tailored to the characteristics…

This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI) designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large,…

Evaluation decisions regarding students' success in Open Education faculties such as pass/fail based on cut-off scores affect the quality of these systems. The qualification of Open Education students to obtain a bachelor's or associate's degree is determined by their passing grade. The purpose of this study was to investigate whether the minimum…

This study used standards setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction, designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to a fidelity data from a large, randomized…

Establishing a cut score is a crucial aspect of the test development process since the selected cut score has the potential to impact students' performance outcomes and shape instructional strategies within the classroom. Therefore, it is vital for those involved in test development to set a cut score that is both fair and justifiable. This cut…

In this digital ITEMS module, Dr. Michael Bunch provides an in-depth, step-by-step look at how standard setting is done. It does not focus on any specific procedure or methodology (e.g., modified Angoff, bookmark, and body of work) but on the practical tasks that must be completed for any standard setting activity. Dr. Bunch carries the…

This study aims to demonstrate the optimal way to determine the cut-off score to be used to interpret the total scores obtained from an achievement test or scale using the Artificial Neural Networks method. To this end, the multiple-choice item responses in the Booklet-11 Mathematics subtest at the 8th grade level in the TIMSS 2015 Turkey sample…

In this paper we assert that the practice of principled assessment design renders traditional standard-setting methodology redundant at best and contradictory at worst. We describe the rationale for, and methodological details of, Embedded Standard Setting (ESS; previously, Engineered Cut Scores. Lewis, 2016), an approach to establish performance…

In this study, the cut-off scores obtained from the Angoff, Angoff Y/N, Nedelsky and Ebel standard methods were compared with the 50 T score and the current cut-off score in various aspects. Data were collected from 448 students who took Module B1+ English Exit Exam IV and 14 experts. It was seen that while the Nedelsky method gave the lowest…

Standard-setting is an essential component of test development, supporting the meaningfulness and appropriate interpretation of test scores. However, in the high-stakes testing environment of aviation, standard-setting studies are underexplored. To address this gap, we document two stages in the standard-setting procedures for the Overseas Flight…

An Angoff standard setting study generally yields judgments on a number of items by a number of judges (who may or may not be nested in panels). Variability associated with judges (and possibly panels) contributes error to the resulting cut score. The variability associated with items plays a more complicated role. To the extent that the mean item…

Setting performance standards is a judgmental process involving human opinions and values as well as technical and empirical considerations. Although all cut score decisions are by nature somewhat arbitrary, they should not be capricious. Judges selected for standard-setting panels should have the proper qualifications to make the judgments asked…

Raters must score accurately and consistently for classroom observation scores to be valid. This requires (a) a standard defining when scoring is accurate and consistent enough and (b) measuring and remediating rater performance against that standard. Current practice has focused on this second problem to the exclusion of the first. My goal here…

Validating performance standards is challenging and complex. Because of the difficulties associated with collecting evidence related to external criteria, validity arguments rely heavily on evidence related to internal criteria--especially evidence that expert judgments are internally consistent. Given its importance, it is somewhat surprising…