Does A Standard Reflect Minimal Competency Of Examinees Or Judge Competency?

    Authors

    L. Chang; C. D. Dziuban; M. C. Hynes;A. H. Olson

    Comments

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    Abbreviated Journal Title

    Appl. Meas. Educ.

    Keywords

    Education & Educational Research; Psychology, Educational; Psychology, ; Mathematical

    Abstract

    This study examines the influence of judges' item-related knowledge on standard setting for competency tests. Seventeen judges took a 122-item high-school teacher certification test in economics while setting competency standards for the test using the Angoff procedure. Judges tended to set higher standards for items they answered correctly and lower standards for items they answered incorrectly. Standards were also more consistent for items judges answered correctly than for items judges answered incorrectly. Implications for standard-setting practice regarding the heterogeneity of judges' test-related knowledge are discussed.

    Journal Title

    Applied Measurement in Education

    Volume

    9

    Issue/Number

    2

    Publication Date

    1-1-1996

    Document Type

    Article

    Language

    English

    First Page

    161

    Last Page

    173

    WOS Identifier

    WOS:A1996UG83900004

    ISSN

    0895-7347

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