A Case Study of Vertically Moderated Standard Setting for a State Science Assessment Program

Autor/inn/en	Buckendahl, Chad W.; Huynh, Huynh; Siskind, Theresa; Saunders, Joseph
Titel	A Case Study of Vertically Moderated Standard Setting for a State Science Assessment Program
Quelle	In: Applied Measurement in Education, 18 (2005) 1, S.83-98 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1207/s15324818ame1801_5
Schlagwörter	Federal Legislation; Educational Improvement; Standard Setting; Elementary School Science; Advisory Committees; Case Studies; Science Achievement; Testing Programs; South Carolina + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Standardisierung; Beratungsstelle; Case study; Fallstudie; Case Study
Abstract	Under the adequate yearly progress requirements of the No Child Left Behind (NCLB) Act (2001), states are currently faced with the challenge of demonstrating continuous improvement in student performance in reading and mathematics. Beginning in 2007 to 2008, science will be required as a component of the NCLB Act. This article describes South Carolina's elementary science assessments and its approach to setting achievement levels on those tests. A description of how the state developed a system of vertically moderated standards across the range of grades covered by the tests is provided. Included in the process are standard-setting activities, Technical Advisory Committee deliberations, State Department of Education final decisions, and data provided to the state's Board of Education for information purposes. Recommendations for practice are also provided. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10