Next Generation Achievement Standard Setting Critical Perspectives Presentation

Next Generation Achievement Standard Setting: Critical Perspectives Presentation at the National Conference on Student Assessment Gregory J. Cizek University of North Carolina at Chapel Hill 2014, June 25 New Orleans, LA

Overview * Critical perspectives on standard setting * Four areas 2

Goals A) Obtain defensible cut scores B) Relate cut scores to external criteria C) Engage stakeholders in the process D) Make sense of cut scores across grades

A) Obtain Defensible Cut Scores * What is “professionally defensible”? (Pitoniak & Cizek, in press) 4

A) Obtain Defensible Cut Scores 1) Match procedure to assessment 5

A) Obtain Defensible Cut Scores 1) Match procedure to assessment 6

A) Obtain Defensible Cut Scores 1) Match procedure to assessment 2) Literature/research base 7

A) Obtain Defensible Cut Scores 1) Match procedure to assessment 2) Literature/research base 3) Replicability 8

A) Obtain Defensible Cut Scores 1) Match procedure to assessment 2) Literature/research base 3) Replicability 9

A) Obtain Defensible Cut Scores 1) Match procedure to assessment 2) Literature/research base 3) Replicability 4) Qualifications of participants 10

B) Relate Cut Scores to External Criteria 11

B) Relate Cut Scores to External Criteria Key Tension/Challenge 1: Desire to have participants use relevant sources of information vs. Frequently inadequate/absent/unassessed procedures for helping them to do so 12

B) Relate Cut Scores to External Criteria Key Tension/Challenge 2: Norm-referenced standard setting vs. Standards-referenced standard setting 13

C) Engage Stakeholders in the Process 14

C) Engage Stakeholders in the Process Key Tension/Challenge 3: Content-based standard setting vs. Policy-based standard setting 15

D) Make Sense of Cut Scores across Grades 16

D) Make Sense of Cut Scores across Grades Key Tension/Challenge 4: * Vertical articulation 17

D) Make Sense of Cut Scores across Grades Key Tension/Challenge 5: Present-referenced standard setting vs. Future-referenced standard setting 18

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Thank you.