Literaturnachweis - Detailanzeige
| Autor/inn/en | Stone, Gregory Ethan; Beltyukova, Svetlana; Fox, Christine M. |
|---|---|
| Titel | Objective Standard Setting for Judge-Mediated Examinations |
| Quelle | In: International Journal of Testing, 8 (2008) 2, S.180-196 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1530-5058 |
| Schlagwörter | Interrater Reliability; High Stakes Tests; Standard Setting; Minimum Competencies; Standard Setting (Scoring); Test Wiseness; Item Response Theory; Criterion Referenced Tests; Performance Based Assessment; Validity; True Scores; Multiple Choice Tests; Control Groups; Experimental Groups |
| Abstract | Judge-mediated examinations are defined as those for which expert evaluation (using rubrics) is required to determine correctness, completeness, and reasonability of test-taker responses. The use of multifaceted Rasch modeling has led to improvements in the reliability of scoring such examinations. The establishment of criterion-referenced standards for these assessments has, however, remained a labor-intensive practice. This article explores a method for incorporating the establishment of minimal competency within the measurement model itself. Two high-stakes testing boards participated in a controlled experiment comparing a multifaceted Rasch modeled approach to a traditional modified borderline approach often used for standard setting in judge-mediated situations. Criterion points from each were compared to assess differences and support validity. Results of the experiment suggest that modeling standard setting as part of the performance evaluation is an effective and efficient way to define minimal competence. (Contains 2 tables and 3 figures.) (As Provided). |
| Anmerkungen | Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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