Skip to main content

Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method

  • Chapter
Optimising New Modes of Assessment: In Search of Qualities and Standards

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 1))

  • 1109 Accesses

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: American Psychological Association.

    Google Scholar 

  • Angoff, W. H. (1971). Scales, norms, and equivalent scores. In R. L. Thorndike (Ed.), Educational measurement (2nd ed.) (pp. 508–600). Washington, DC: American Council on Education.

    Google Scholar 

  • Cascallar, A. S. (2000). Regents College Examinations. Technical Handbook. Albany, NY: Regents College.

    Google Scholar 

  • Cizek, G. J. (2001). Conjectures on the rise and call of standard setting: An introduction to context and practice. In G. J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum Publishers.

    Google Scholar 

  • Cohen, A. S., Kane, M. T., & Crooks, T. J. (1999). A generalized examinee-centered method for setting standards on achievement tests. Applied Measurement in Education, 12, 343–366.

    Article  Google Scholar 

  • Ebel, R. L. (1965). Measuring educational achievement. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Ebel, R. L. (1972). Essentials of educational measurement. (2nd ed.) Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Faggen, J. (1994). Setting standards for constructed response tests: An overview. Princeton, NJ: Educational Testing Service.

    Google Scholar 

  • Fitzpatrick, A. R. (1989). Social influences in standard-setting: The effects of social interaction on group judgments. Review of Educational Research, 59, 315–328.

    Google Scholar 

  • Flanagan, J. C. (1951). Units, scores and norms. In E. F. Lindquist (Ed.), Educational Measurement (pp. 695–763). Washington, DC: American Council on Education.

    Google Scholar 

  • Glaser, R. (1963). Instructional technology and the measurement of learning outcomes. American Psychologist, 18, 519–521.

    Google Scholar 

  • Glaser. R., & Klaus, D. J. (1962). Proficiency measurement: Assessing human performance. In R. M. Gagne (Ed.), Psychological principles in systems development. New York: Holt, Rinehart, and Winston.

    Google Scholar 

  • Hambleton, R. K. (2001). Setting performance standards on educational assessments and criteria for evaluating the process. In G. J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum Publishers.

    Google Scholar 

  • Hambleton, R. K., & Novick, M. R. (1972). Toward an integration of theory and method for criterion-referenced tests. Iowa City: The American College Testing Program.

    Google Scholar 

  • Hambleton, R. K., Jaeger, R. M., Plake, B. S., & Mills, C. N. (2000). Setting performance standards on complex educational assessments. Applied Psychological Measurement, 24(4), 355–366.

    Google Scholar 

  • Harvey, A. L., & Way, W. D. (1999). A comparison of web-based standard setting and monitored standard setting. Paper presented at the annual meeting of the National Council on Measurement in Education. Montreal, Canada.

    Google Scholar 

  • Hurtz, G. M., & Hertz, N. R. (1999). How many raters should be used for establishing cutoff scores with the Angoff method? A generalizability theory study. Educational and Psychological Measurement, 59, 885–897.

    Article  Google Scholar 

  • Jaeger, R. M. (1989). Certification of student competence. In R. L. Lynn (Ed.), Educational Measurement (3rd ed., pp. 485–514). Washington, DC: American Council on Education.

    Google Scholar 

  • Jaeger, R. M. (1994) Setting performance standards through two-stage judgmental policy capturing. Presented at the annual meetings of the American Educational Research Association and the National Council on Measurement in Education, New Orleans.

    Google Scholar 

  • Kane, M. (1994). Validating the performance standards associated with passing scores. Review of Educational Research, 64, 425–462.

    Google Scholar 

  • Kane, M. (2001). So much remains the same: Conception and status of validation in setting standards. In G. J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum Publishers.

    Google Scholar 

  • Maurer, T. J., Alexander, R. A., Callahan, C. M., Bailey, J. J., & Dambrot, F. H. (1991). Methodological and psychometric issues in setting cutoff scores using the Angoff method. Personnel Psychology, 44, 235–262.

    Google Scholar 

  • Mehrens, W. A., & Cizek, G. J. (2001). Standard setting and the public good: Benefits accrued and anticipated. In G. J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum Publishers.

    Google Scholar 

  • Millman, J. (1973). Passing scores and test lengths for domain-referenced measures. Review of Educational Research, 43, 205–217.

    Google Scholar 

  • Norcini, J. J., Shea, J., & Grosso, L. (1991). The effect of numbers of experts and common items on cutting score equivalents based on expert judgment. Applied Psychological Measurement, 15, 241–246.

    Google Scholar 

  • Pellegrino, J. W, Jones, L. R., & Mitchell, K. J. (Eds.). (1999). Grading the nation’s report card. Washington, DC: National Academy Press.

    Google Scholar 

  • Plake, B. S. (1998). Setting performance standards for professional licensure and certification. Applied Measurement in Education, 11, 65–80.

    Google Scholar 

  • Plake, B. S., & Impara, J. C. (1996). Intrajudge consistency using the Angoff standard setting method. Paper presented at the annual meeting of the National Council on Measurement in Education. New York, NY.

    Google Scholar 

  • Plake, B. S., Melican, G. M., & Mills. C. N. (1991). Factors influencing intrajudge consistency during standard-setting. Educational Measurement: Issues and Practice, 10, 15–16, 22, 25–26.

    Article  Google Scholar 

  • Plake, B. S., Impara, J. C., & Irwin, P. M. (2000). Consistency of Angoff-based predictions of item performance: Evidence of technical quality of results from the Angoff standard setting method. Journal of Educational Measurement, 37, 347–355.

    Article  Google Scholar 

  • Raymond, M. R., & Reid, J. B. (2001). Who made thee ajudge? Selecting and training participants for standard setting. In G. J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum Publishers.

    Google Scholar 

  • Schmitt, A. (1999). The Optimized Extended Response Standard Setting Method. Technical Report, Psychometric Division. Albany, NY: Regents College.

    Google Scholar 

  • Shepard, L. A. (1980). Standard-setting issues and methods. Applied Psychological Measurement, 4, 447–467.

    Google Scholar 

  • Sireci, S. G., & Biskin, G. H. (1992). Measurement practices in national licensing examination programs: A survey. Clear Exam Review, 3(1), 21–25.

    Google Scholar 

  • Sireci, S. G., Robin, F., & Patelis, T. (1999). Using cluster analysis to facilitate standard setting. Applied Measurement in Education, 12, 301–325.

    Article  Google Scholar 

  • William, D. (1997). Construct-referenced assessment of authentic tasks: alternatives to norms and criteria. Paper presented at the 7th Conference of the European Association for Research in Learning and Instruction. Athens, Greece. August 26–30.

    Google Scholar 

  • Zieky, M. J. (2001). So much has changed: How the setting of cutscores has evolved since the 1980’s. In G. J. Cizek (Ed.), Setting performance standards: Concepts, methods, and perspectives. Mahwah, NJ: Lawrence Erlbaum Publishers.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2003 Kluwer Academic Publishers

About this chapter

Cite this chapter

Cascallar, A.S., Cascallar, E.C. (2003). Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method. In: Segers, M., Dochy, F., Cascallar, E. (eds) Optimising New Modes of Assessment: In Search of Qualities and Standards. Innovation and Change in Professional Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/0-306-48125-1_10

Download citation

  • DOI: https://doi.org/10.1007/0-306-48125-1_10

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-1-4020-1260-0

  • Online ISBN: 978-0-306-48125-3

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics