TY - JOUR
T1 - Evaluation of the standard setting on the 2005 grade 12 national assessment of educational progress mathematics test
AU - Sireci, Stephen G.
AU - Hauger, Jeffrey B.
AU - Wells, Craig S.
AU - Shea, Christine
AU - Zenisky, April L.
PY - 2009/10
Y1 - 2009/10
N2 - The National Assessment Governing Board used a new method to set achievement level standards on the 2005 Grade 12 NAEP Math test. In this article, we summarize our independent evaluation of the process used to set these standards. The evaluation data included observations of the standard-setting meeting, observations of advisory committee meetings where the results were discussed, review of documentation associated with the standard-setting study, analysis of the standard-setting data, and analysis of other data related to the mathematics proficiency of 2005 Grade 12 students. Our evaluation framework used criteria from the Standards for Educational and Psychological Testing (AERA, APA, & NCME 1999) and other suggestions from the literature (e.g., Kane, 1994, 2001). The process was found to have adequate procedural and internal evidence of validity. Using external data to evaluate the standards provided more equivocal results. In considering all evidence and data reviewed, we concluded the process used to set achievement level standards on the 2005 Grade 12 NAEP Math test was sound and the standards set are valid for the purpose of reporting achievement level results on this test. Recommendations for future NAEP standard-setting studies are provided.
AB - The National Assessment Governing Board used a new method to set achievement level standards on the 2005 Grade 12 NAEP Math test. In this article, we summarize our independent evaluation of the process used to set these standards. The evaluation data included observations of the standard-setting meeting, observations of advisory committee meetings where the results were discussed, review of documentation associated with the standard-setting study, analysis of the standard-setting data, and analysis of other data related to the mathematics proficiency of 2005 Grade 12 students. Our evaluation framework used criteria from the Standards for Educational and Psychological Testing (AERA, APA, & NCME 1999) and other suggestions from the literature (e.g., Kane, 1994, 2001). The process was found to have adequate procedural and internal evidence of validity. Using external data to evaluate the standards provided more equivocal results. In considering all evidence and data reviewed, we concluded the process used to set achievement level standards on the 2005 Grade 12 NAEP Math test was sound and the standards set are valid for the purpose of reporting achievement level results on this test. Recommendations for future NAEP standard-setting studies are provided.
UR - http://www.scopus.com/inward/record.url?scp=74949118456&partnerID=8YFLogxK
U2 - 10.1080/08957340903221659
DO - 10.1080/08957340903221659
M3 - Article
AN - SCOPUS:74949118456
SN - 0895-7347
VL - 22
SP - 339
EP - 358
JO - Applied Measurement in Education
JF - Applied Measurement in Education
IS - 4
ER -