Using Empirical Data to Set Cutoff Scores.

Autor/in	Hills, John R.
Titel	Using Empirical Data to Set Cutoff Scores.
Quelle	(1979), (12 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Standards; Aptitude Treatment Interaction; Criterion Referenced Tests; Cutting Scores; Educational Testing; Mastery Tests; Probability; Research Reports; Test Length + Suchen Sie Ihr Suchwort? Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Research report; Forschungsbericht
Abstract	Six experimental approaches to the problems of setting cutoff scores and choosing proper test length are briefly mentioned. Most of these methods share the premise that a test is a random sample of items, from a domain associated with a carefully specified objective. Each item is independent and is scored zero or one, with no provision for guessing. Developers and starting points of these methods are: (1) Berk--instructed and uninstructed student groups; (2) Millman--true scores; (3) Hambleton and Novick--type of student placement error; (4) Fhaner, modified by Wilcox--indifference zone; (5) Davis and Diamond--Bayes's Theorem; and (6) Visco--observed scores. Unlike the other methods, Visco considers finiteness of domain, guessing, and setting cutting scores for nonmastery. Visco raises the issue of emphasis on decisions about mastery to advance students, versus certain decisions about nonmastery so that remediation can be provided. There are many complex issues to consider before teachers can use cutting scores effectively. (CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01