How Good Is Good Enough? Educational Standard Setting and Its Effect on African American Test Takers

Autor/inn/en	Caines, Jade; Engelhard, George, Jr.
Titel	How Good Is Good Enough? Educational Standard Setting and Its Effect on African American Test Takers
Quelle	In: Journal of Negro Education, 81 (2012) 3, S.228-240 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Geographic Regions; Cutting Scores; Standard Setting; African American Achievement; African American Students; Academic Standards; Individual Characteristics; Gender Differences; Racial Differences; Ethnicity; Socioeconomic Status; High Stakes Tests; Context Effect; Judges; Interrater Reliability; Testing Problems; Achievement Rating + Suchen Sie Ihr Suchwort? Standardisierung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Judge; Richter; Interrater-Reliabilität; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung
Abstract	Standard setting (the process of establishing minimum passing scores on high-stakes exams) is a highly evaluative and policy-driven process. It is a common belief that standard setting panels should be diverse and representative. There is concern, however, that panelists with varying characteristics may differentially influence the results of the standard-setting process. The purpose of this study is to empirically examine whether or not the judgments of standard-setting panelists are related to select personal characteristics (gender and race/ethnicity) and educational context (geographic region and socioeconomic status) for two high-stakes examinations in one southeastern state. Results suggest that personal characteristics are not systematically related to level of recommended cut scores. Educational context, however, is an influential factor. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10