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The purpose of this article is to provide a framework for the set of articles in this special issue comparing the utility of three standard-setting methods with complex performance assessments. The article begins with a description of the context for the standard-setting study, a certification program for identifying highly accomplished teachers in early adolescence/English language arts. A brief discussion of standard setting with complex performance assessments follows. The three experimental standard-setting methods used in this comparative study are then outlined. Next, the assessment context that formed the basis for the comparative study of the utility of these three methods is presented. The article concludes with a section delineating some of the criteria used to compare the utility of the three experimental standard-setting methods. [ABSTRACT FROM AUTHOR]

In this study, we investigated the hypothesis that the previously found positive effects of self-adapted testing are attributable to examinees having an increased perception of control over a stressful testing situation. Examinees were randomly assigned to either (a) take a computerized-adaptive test (CAT), (b) take a self-adapted test (SAT), or (c) choose between taking a CAT or SAT. Results showed that the strongest preference for SAT was shown by examinees reporting high levels of math anxiety. Moreover, highly mathanxious examinees who were allowed to choose between the test types exhibited higher mean proficiency estimates than examinees who were assigned to test type. [ABSTRACT FROM AUTHOR]

Presents the results of a survey which examined the competencies of teachers, counselors, and administrators in administering and interpreting student tests and measurements. Teachers' strengths; Knowledge of important assessment topics; Implications for pre- and in-service training of professionals.

Editorial. Introduces the articles published in the January 1988 issue of the 'Applied Measurement in Education' journal. Application of Oscar Buros' criteria of validity and ethics to many themes in educational measurement; Application of caution indices to the issue of standard setting; Correspondence between school curricula and the content of standardized achievement tests.

Introduces the articles contained in the January 1995 issue of the journal 'Applied Measurement in Education.' Article of Barbara Plake on the three standard-setting methods for complex performance assessments of teachers; Richard Jaeger's article on the description of a method of inquiry called policy capturing; Ronald Hambleton and Barbara Plake's description of the adaptation of Angoff's method of standard setting.

Introduces the articles about the use of matched samples for test equating, published in the January 1990 issue of the periodical 'Applied Measurement in Education.' Selection of samples for equating; Relative effects of three forms of matching designs on results obtained from a variety of equating methods.

Presents an obituary for Brenda Lloyd, member of the Editorial Board of the periodical 'Applied Measurement in Education,' who died December 6, 1995.

As an alternative to adaptation, tests may also be developed simultaneously in multiple languages. Although the items on such tests could vary substantially, scores from these tests may be used to make the same types of decisions about different groups of examinees. The ability to make such decisions is contingent upon setting performance standards for each exam that allow for comparable interpretations of test results. This article describes a standard setting process used for a multilingual high school literacy assessment constructed under these conditions. This methodology was designed to address the specific challenges presented by this testing program including maintaining equivalent expectations for performance across different student populations. The validity evidence collected to support the methodology and results is discussed along with recommendations for future practice. [ABSTRACT FROM AUTHOR]

In 2001, the U.S. Citizenship and Immigration Services (USCIS) began the process of redesigning the U.S. naturalization tests due to concerns that the current testing procedure may not be sufficiently uniform, and that the test content may not be appropriate. A National Research Council committee issued recommendations, based largely on the , to ensure that the redesigned tests would be scientifically and politically defensible; however, USCIS chose not to follow much of the committee's advice. This article summarizes some lessons for the measurement community and possible strategies for getting policymakers to pay more attention to the . [ABSTRACT FROM AUTHOR]

Presents information on a several methods for setting performance standards in educational assessments. Extended Angoff Method; Item-Mapping or Bookmark Method; Contrasting Groups Method; Examinee Paper Selection Method; Holistic or Booklet Method; Analytical Method; Dominant Profile Method.

This article presents a comparison of simplified variations on two prevalent methods, Angoff and Bookmark, for setting cut scores on educational assessments. The comparison is presented through an application with a Grade 7 Mathematics Assessment in a midwestern school district. Training and operational methods and procedures for each method are described in detail along with comparative results for the application. An alternative item ordering strategy for the Bookmark method that may increase its usability is also introduced. Although the Angoff method is more widely used, the Bookmark method has some promising features, specifically in educational settings. Teachers are able to focus on the expected performance of the "barely proficient" student without the additional challenge of estimating absolute item difficulty. [ABSTRACT FROM AUTHOR]