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COMMON ELEMENTS IN SETTING

PERFORMANCE STANDARDS

• Submitted to: Dr. Muhammad Iqbal

• Submitted by: Zunab Fareha (MSF1800068)
Rabia Rasheed (MSF1800021)
Semester#2
M.Phil in Education(Evening)
Session: 2018-20
FACULTY OF EDUCATION, LAHORE
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 INDEX
CHAPTER#2 & A METHOD

Sr. Slide.
No. PARTICULARS No.

2.1 Purpose 4

2.2 Choosing a Standard Setting Method 6

2.3 Performance Level Labels and Description 8

2.4 Key Conceptualization 10

3.8 The Hofstee and Beuk Method

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2.1.Purpose
 Choose Proper Use of Test: This can result in wiser decisions
about individual and programs than would be the case without
their use. This can also provide a route to broader and more
equitable access to education and employment.
 The purpose of a test derives
a) What a test look like
b) The conditions of administration
c) The kind of information reported to which
audiences
d) What sources of validity evidence must be gathered
e) The development and articulation of a test
 Helps in setting cut-scores

 Can take categorical decisions 4

2.1.Purpose
1. Primacy of purpose requires
₋The Role
₋ Timing
₋ Method of Standard Setting

These are best considered early enough to align with identified

purpose of test, the selected item or format and when there is
ample opportunity to identify relevant sources of evidence
bearing on validity of the categorical assignments and to gather
and analyze the evidence.

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2.2. CHOOSING A STANDARD SETTING
METHOD
“There can be no single method for determining cut scores for all tests
or for all purposes, nor can there be any single set of procedures for
establishing their defensibility.”
Standard for Educational and Psychological Testing (1999, p.53)
1. The methodological choices for establishing performance
standards should be related to the purpose of the test.
2. The choice of method should related to the level of complexity
of the knowledge, skills and abilities assessed by the test.

3. One related to the complexity of the constructs and products to

be judged, is that of test format.
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2.2. CHOOSING A STANDARD SETTING
METHOD
4. The number of performance categories (i.e., cut scores) that are
required. (For some test only a single cut score is required for the creation
of two categories e.g., Pass/Fail… However other testing programs require
that multiple cut scores be derived to create three or more categories.)
5. Admittedly, an extremely practical one-involves the extent of resources
available for standard setting.
6. A question often arises on using multiple methods. On balance, the use
and analysis of multiple methods is a policy decision and related on
standard setting as an aim in itself.
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2.3.PERFORMANCE LEVEL LABELS & DESCRIPTION
Sample Performance Level Labels (PLLs) from K-12 Achievement
Testing Programs
No. LABELS SOURCE
National Assessment of Educational
1. Basic, Proficient, Advanced
Progress (NAEP)
Starting Out, Progressing, Nearing TerraNova, Second Edition
2.
Proficiency, Proficient, Advanced (CTB/McGraw-Hill)
Limited, Basics, Proficient,
3. State of Ohio Achievement Tests
Accelerated, Advanced
Far Below Basic, Below Basic, State of California, California Standards
4.
Basic, Proficient, Advanced Tests
Did Not Meet Standard, Meet State of Texas, Texas Assessment of
5.
Standard, Commended Performance Knowledge and Skills
Pre-functional, Beginner, Immediate, English Language Development
6.
Advanced, Fully English Proficient Assessment (Council of Chief State School Officers)
Partially Proficient, Proficient, State of New Jersey, High School
7.
Advanced Proficient Proficiency Assessment
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 NEAP Performance Level Description
for Grade 4 Reading Tests
No. Performance Performance Level Description
Level Label

1. Advanced They should be able to generalize about topics in the reading

selection and demonstrate an awareness of how authors compose
and use literary devices. They will able to judge the texts
critically and give thorough answer that indicate careful thought.

2. Proficient They should able to demonstrate an overall understanding of the

text, providing inferential as well as literal information. They will
able to extend the ideas in the text by making inferences, drawing
conclusion and make connection to their own experiences.

3 Basic They should be able to demonstrate an understanding of the

overall meaning of what they read. They will able to make
relatively obvious connections between text and the ideas in the
text by making simple inferences.
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2.4. Key Conceptualization
• Standard setting is the necessity of participants in a procedure
to form conceptualizations that will guide their judgements.
Theses conceptualization become key referents that participants
revisit frequently during the standard-setting process.
• These are also helpful in terms of interpreting the meaning of
resulting cut-scores.

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