Evaluation of the Standard Setting on the 2005 Grade 12 National Assessment of Educational Progress Mathematics Test

Autor/inn/en	Sireci, Stephen G.; Hauger, Jeffrey B.; Wells, Craig S.; Shea, Christine; Zenisky, April L.
Titel	Evaluation of the Standard Setting on the 2005 Grade 12 National Assessment of Educational Progress Mathematics Test
Quelle	In: Applied Measurement in Education, 22 (2009) 4, S.339-358 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Advisory Committees; Mathematics Tests; Standard Setting; National Competency Tests; Grade 12; Evaluation Methods; Mathematics Achievement; Achievement Tests; Test Validity; Cutting Scores; High School Students; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Beratungsstelle; Standardisierung; School year 12; 12. Schuljahr; Schuljahr 12; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Testvalidität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The National Assessment Governing Board used a new method to set achievement level standards on the 2005 Grade 12 NAEP Math test. In this article, we summarize our independent evaluation of the process used to set these standards. The evaluation data included observations of the standard-setting meeting, observations of advisory committee meetings where the results were discussed, review of documentation associated with the standard-setting study, analysis of the standard-setting data, and analysis of other data related to the mathematics proficiency of 2005 Grade 12 students. Our evaluation framework used criteria from the "Standards for Educational and Psychological Testing" (AERA, APA, & NCME 1999) and other suggestions from the literature (e.g., Kane, 1994, 2001). The process was found to have adequate procedural and internal evidence of validity. Using external data to evaluate the standards provided more equivocal results. In considering all evidence and data reviewed, we concluded the process used to set achievement level standards on the 2005 Grade 12 NAEP Math test was sound and the standards set are valid for the purpose of reporting achievement level results on this test. Recommendations for future NAEP standard-setting studies are provided. (Contains 7 footnotes, 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10