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Objective Standard Setting in Educational Assessment and Decision Making
Journal article   Peer reviewed

Objective Standard Setting in Educational Assessment and Decision Making

Toni A. Sondergeld, Gregory E. Stone and Lance M. Kruse
Educational policy (Los Altos, Calif.), v 34(5), pp 735-759
01 Jul 2020
DOI: https://doi.org/10.1177/0895904818802115
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Education & Educational Research Social Sciences
Assessment and evaluation at all levels of educational systems have become policy priorities for many countries. Two common reasons for this are student learning expectations and accountability. Although much effort has been put into the creation and refinement of content standards, standardized tests, and methods for using testing results, there has been less attention paid to the development of performance standards (proficiency levels) that greatly affect policy decision making. The present study investigates the Objective Standard Setting Model (OSS) as an improved criterion-referenced method for setting multilevel performance standards. To demonstrate how OSS can be employed for performance standard setting, our study used data from preservice teachers completing an assessment literacy test in a pre- and posttest environment. Using OSS, performance standard levels of proficient and excellent were established with clear content-related descriptions of growth in student content mastery.

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6 Record Views
8 citations in Web of Science
11 citations in Scopus

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#4 Quality Education

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Collaboration types
Domestic collaboration
Web of Science research areas
Education & Educational Research
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