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…

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…

The design and psychometric methodology of the National Assessment of Educational Progress (NAEP) is constantly evolving to meet the changing interests and demands stemming from a rapidly shifting educational landscape. NAEP has been built on strong research foundations that include conducting extensive evaluations and comparisons before new…

The purpose of this study was to map the Chulalongkorn University Test of English Proficiency, or the CU-TEP, to the Common European Framework of Reference (CEFR) by employing a standard setting methodology. Thirteen experts judged 120 items of the CU-TEP using the Yes/No Angoff technique. The experts decided whether or not a borderline student at…

Background: Assessment grades are "estimates" of ability or performance and there are many reasons why an awarded grade might not meet a candidate's expectations, being either better or poorer than anticipated. Although there may be some obvious reasons for grade discrepancies, such as a lack of preparation or under-performance, there…

The state of Pennsylvania, like many organizations interested in performance improvement, routinely engages in professional development activities. Educators in this hands-on activity engaged in setting meaningful criterion-referenced cut scores for career and technical education assessments using two methods. The main purposes of this study were…

Standard-setting methods are widely used to determine cut scores on a test that examinees must meet for a certain performance standard. Because standard setting is a measurement procedure, it is important to evaluate variability of cut scores resulting from the standard-setting process. Generalizability theory is used in this study to estimate…

The bookmark standard-setting procedure is an item response theory-based method that is widely implemented in state testing programs. This study estimates standard errors for cut scores resulting from bookmark standard settings under a generalizability theory model and investigates the effects of different universes of generalization and error…

Schulz (2006) provides a different perspective on standard setting than that provided in Reckase (2006). He also suggests a modification to the bookmark procedure and some alternative models for errors in panelists' judgments than those provided by Reckase. This article provides a response to some of the points made by Schulz and reports some…

The purpose of the NMSBA technical report is to provide users and other interested parties with a general overview of and technical characteristics of the 2007 NMSBA. The 2007 technical report contains the following information: (1) Test development; (2) Scoring procedures; (3) Summary of student performance; (4) Statistical analyses of item and…

The purpose of the NMSBA technical report is to provide users and other interested parties with a general overview of and technical characteristics of the 2006 NMSBA. The 2006 technical report contains the following information: (1) Test development; (2) Scoring procedures; (3) Calibration, scaling, and equating procedures; (4) Standard setting;…