The Achievement-Levels Setting (ALS) process for the National Assessment of Educational Progress (NAEP) resulted in numerical cutscores on the NAEP score scale representing the performance standards for three achievement levels: Basic, Proficient, and Advanced. This paper focuses on an important, but less researched, aspect of the standard setting…

In 1997, the Education Department of Western Australia, in conjunction with the teachers' union, initiated a trial project to establish a career path for teachers. Standards are to be set for the career path for three stages: (1) entry to Level 1; (2) transition from Level 1 to 2; and (3) transition from Level 2 to 3. This paper discusses the…

In 1999 a validation study of the 1998 Civics Assessment of the National Assessment of Educational Progress (NAEP) was conducted, combining a similarity classification study and a booklet classification study. The rationale was that if the teachers who had participated in the 5-day achievement levels-setting process could not use the descriptions…

A key component of the Angoff (W. Angoff, 1971) method for setting cut scores is the target examinee. Expert judges are asked, following training and discussion, to consider the ability and the likely performance of some subset of examinees and to then estimate, item by item, the likely performance of such examinees on the test for which a cut…

Examines controversies over national and state standard setting (Goals 2000, outcome-based education) involving conservative citizen groups. Makes recommendations for widening public participation in educational policy-making and aligning public engagement with standards-based reform. (SK)

The dominant profile judgment method, designed for use with profiles of polytomous scores on exercises in a performance-based assessment, is presented as a standard-setting method. The approach guides standard-setting panelists in articulating their standard-setting policies and allows for complex policy statements. (SLD)

Discusses what independent institutions of higher education said when surveyed about financial reporting practices and the desirability of an operating measure. Describes findings concerning who reports an operating measure, what is included as operating revenue, what is included as operating expense, how related disclosures are handled, and the…

Research from social psychology on the effects of group discussion and of exposure to the opinions of other group members on the decisions groups make is reviewed. The pertinence of this research to standard-setting practices is considered, and the implications for the design of standard-setting procedures are explored. (SLD)

A brief summary of standard setting knowledge is presented, derived from about 20 methods that utilize a judgmental review process, the approach most relevant to the standard-setting strategies proposed in this special issue. Criteria for judging effectiveness and critiques of the methods discussed in the issue are offered. (SLD)

Offers a summary view of the complex myriad of U.S. national, regional, and international standards bodies that are developing information technology standards. A classification of standards is suggested which breaks down the large spectrum of standards into functional areas of interoperability. (nine references) (LAE)

Describes the key features that distinguish standards development organizations (SDOs) and analyzes these features in light of recent work in political economy. It is concluded that many of the features that lead to a slower process may be interpreted as an efficient institutional response to problems posed by industry standardization. (24…

Standards are important within school improvement. Today's issue has moved beyond setting standards to knowing what to do with them. Measurement is the most useful part of the exercise. This paper describes standards and their measurement, explains constructive comparisons, presents an imperative for U.S. schools, and notes the importance of…

Discusses the roles played by participants and the processes involved in a provincial standards-setting exercise for a large-scale assessment of student skills. Offers perspectives of a policy maker outside the exercise and an insider participant. Describes alternate notions of representativeness, stakes, and significance. (SLD)

States that standard scores are the numerical universal language for reporting and comparisons. Discusses what standard scores are, specifically, and why they are used, along with how the conversion assessment of raw scores to standard scores is accomplished. Provides contact information for those who would like to further their knowledge on the…

Summarizes efforts by various groups in the National Communication Association, federal government agencies, and research centers to identify important core communication (speaking and listening) competencies that are necessary for undergraduates and graduates to be effective in the workplace and in society. Provides lists of competencies deemed…