Teachers' conceptions of the target examinee in angoff standard setting

Applied Measurement in Education

Volumn 18, Issue 3, 2005, Pages 223-232

  Giraud, Gerald ^a,c   Impara, James C ^b   Plake, Barbara S ^b  

^a WALDEN UNIVERSITY   (United States)

^b UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^c NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23844475839     PISSN: 08957347     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15324818ame1803_2     Document Type: Article

References (7)

1. 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.
2. Berk, R. (1996). Standard setting, the next generation. Applied Measurement in Education, 9, 215-235.
3. Impara, J., Giraud, G., & Plake, B. (2000). The influence of providing target group descriptors when setting a passing score. (ERIC Document Reproduction Service No. ED445013). Paper presented at the meeting of the American Educational Research Association, New Orleans, Louisiana.
4. Mills, C., Melican, G., & Ahluwalia, N. (1991). Defining minimal competence. Educational Measurement: Issues and Practice, 10, 7-10.
5. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
6. Reid, J. (1991). Training judges to generate standard-setting data. Educational Measurement: Issues and Practice, 10, 11-14.
7. Skorupski, W. P., & Hambleton, R. K. (2003, April). What are panelists thinking when they participate in standard-setting studies? Paper presented at the meeting of the National Council on Measurement in Education, Chicago.