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Volumn 18, Issue 3, 2005, Pages 289-312

Making the cut: The cut score setting process in a public school district

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EID: 23844544950     PISSN: 08957347     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15324818ame1803_6     Document Type: Article
Times cited : (6)

References (17)
  • 1
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    • Scales, norms and equivalent scores
    • R. L. Thorndike (Ed.). Washington, DC: American Council of Education
    • Angoff, W. (1971). Scales, norms and equivalent scores. In R. L. Thorndike (Ed.), Educational Measurement (2nd ed., pp. 508-600). Washington, DC: American Council of Education.
    • (1971) Educational Measurement (2nd Ed.) , pp. 508-600
    • Angoff, W.1
  • 2
    • 0030486431 scopus 로고    scopus 로고
    • Standard setting, the next generation
    • Berk, R. (1996). Standard setting, the next generation. Applied Measurement in Education, 9, 215-235.
    • (1996) Applied Measurement in Education , vol.9 , pp. 215-235
    • Berk, R.1
  • 4
    • 0002412285 scopus 로고
    • From the native's point of view
    • C. Geertz (Ed.). New York: Basic Books
    • Geertz, C. (1983). From the native's point of view. In C. Geertz (Ed.), Local knowledge: Further essays in anthropology (pp. 55-70). New York: Basic Books.
    • (1983) Local Knowledge: Further Essays in Anthropology , pp. 55-70
    • Geertz, C.1
  • 6
    • 0033240364 scopus 로고    scopus 로고
    • How many raters should be used for establishing cutoff scores with the Angoff method? A generalizability theory study
    • Hurtz, G., & Hertz, G. (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.
    • (1999) Educational and Psychological Measurement , vol.59 , pp. 885-897
    • Hurtz, G.1    Hertz, G.2
  • 8
    • 0032220624 scopus 로고    scopus 로고
    • Teachers'ability to estimate item difficulty: A test of the assumptions in the Angoff standard setting method
    • Impara, J., & Plake, B. (1998). Teachers'ability to estimate item difficulty: A test of the assumptions in the Angoff standard setting method. Journal of Educational Measurement, 35, 69-81.
    • (1998) Journal of Educational Measurement , vol.35 , pp. 69-81
    • Impara, J.1    Plake, B.2
  • 9
    • 0347919493 scopus 로고
    • Examinee-centered vs. task-centered standard setting
    • Washington, DC: National Assessment Governing Board and National Center for Education Statistics
    • Kane, M. (1995). Examinee-centered vs. task-centered standard setting. In Proceedings of the Joint Conference on Standard Setting in Large-Scale Assessments (Vol. 2, pp. 119-139). Washington, DC: National Assessment Governing Board and National Center for Education Statistics.
    • (1995) Proceedings of the Joint Conference on Standard Setting in Large-scale Assessments , vol.2 , pp. 119-139
    • Kane, M.1
  • 10
    • 85005329919 scopus 로고
    • Demands, cautions and suggestions for setting standards
    • Linn, R. (1978). Demands, cautions and suggestions for setting standards. Journal of Educational Measurement, 15, 301-308.
    • (1978) Journal of Educational Measurement , vol.15 , pp. 301-308
    • Linn, R.1
  • 13
    • 33645385845 scopus 로고    scopus 로고
    • No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002)
    • No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
  • 17
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    • Training judges to generate standard-setting data
    • Reid, J. (1991) Training judges to generate standard-setting data. Educational Measurement: Issues and Practice, 10(2), 11-14.
    • (1991) Educational Measurement: Issues and Practice , vol.10 , Issue.2 , pp. 11-14
    • Reid, J.1


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