[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-202529-en":3,"doc-seo-202529-105":30,"detail-sidebar-cat-0-en-105":89},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},202529,962075114101,"Seraphina","https://ap-avatar.wpscdn.com/avatar/e000253a75eb197efd?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780044092746381165",4,"Exam","A Standard Vision - read online free","The article presents a conceptual framework for evaluating standard setting models used to grade examinees and determine passing outcomes. It argues that effective standard setting must demonstrate criterion validity, ensure reproducibility across different exam forms, and maintain genuine scientific credibility. Traditional systems driven by expert prediction are criticized for producing a performance criterion rather than a content-based criterion, and for missing links between the test’s input and the intended content knowledge.","TSTING  \nsettings.The stakes are.high,the requirements impor-tant-a public at large depends upon these measurementdevices to graduate and pass qualified candidates.  \nThere are as many different models,empirical andotherwise,for establishing passing standards as there are ex-aminations themselves.Some reflect complex relationshipsbetween statistical technique andjudgement making,othersa simplicity of qualitative purpose.All attempt to create areasonable decision,and most are subject to significant criti-cism on grounds ofequity,precision,and meaningfulness.Inthis article a conceptual and fundamental framework withinwhich all models may be evaluated is discussed.  \nRegardless of the model,every standard settingmethod must effectively demonstrate the desired criterion,be reproduceable,and remain genuine.It is important tonotethat in the efforts of standard setting,golden rods and sacredcows are of little use.Ultimately the process is genuinelyevaluative,and it becomes the goal of the standard setter todefine a systematic,logical and understandable quantifiablemethod for conduct ofthis qualitative exercise.  \nT  \n直  \nThe first requirement,effective demonstration ofthe desired criterion,is fundamental.In criterion referencedstandard setting,the criterion hopes to represent a specificbody of content knowledge.Theoretically,the act of passinga test demonstrates successful mastery of this content.Thisinterpretation of a passing outcome is only reasonable if thestandard adequately reflects the content.A demonstrationof adherence to contentIpropose to callcriterion validity,insupport of the criterion referenced standard.Whilea depar-ture from common quantitative descriptions of validity of cri-terion standards,it appears both logical and desireable.Un-fortunately such validity is achieved very rarely.  \nho passes and who fails?What does it mean to pass?Howcan a fair and meaningful standardbe established?Such questions areroutinely asked within many dif-ferent educational and evaluative  \n2⑤  \n# A Standard Vision\n\nGregory E.Stone,Ph.D.  \nTraditional standard setting systems(like Angoff,for example)gather together groups of experts in a subjectarea and ask them to predict candidate performance.Atypi-cal question posed to these experts is \"how many examineesout of 100 will answer each item correctly?”Summations andaverages of these predictions of performance ultimately be-come the standard.  \nEven a superficial review of such ajudgement mak-ing process reflects that the desired content-based criterion isbeing missed.Outcomes are necessarily linked to data input.When predictions of performance are used as 'input'it followsthat the products of that predicted performance becomes the'output'.The criterionemerging from predicted performancemust be a performance criterion,not acontent criterion.  \nTo establish a content-basedstandard,judges mustdefine the criterion in a manner that addresses it directly.Meaningful definition is only achievable through anexercisefocussing on a qualitative evaluation of the concepts withinthe subject matter,rather than via unwarranted and imprac-tical predicatedquantities.Thus far,only Rasch-based mod-els have been able to demonstrate effective content validity.In particular,the Objective model(Stone,1994,and Grossand Wright,1965)collectsjudgements in terms ofessential-ness of content presentation,and has successfully demon-strated a singularity between qualitative judgement andquan-titative outcome.Objective models allow content experts tobe content experts-by selecting content of importance.  \nThe second quality,that of reproduceability,is a con-cept not foreign to measurement.Generally considered reli-ability in quantitative circles,it is a question of reproductionof results.Standards must be able to demonstrate that theyare applicable on more than a single version ofan examina-tion.A criterion‘standard'implies a level of achievementwithin a criterion.If the standard changes with each uniqueexamination or grou","cbCaibnHv2I8AlcG","https://ap.wps.com/l/cbCaibnHv2I8AlcG","pdf",539252,1,2,"English","en",105,"# A Standard Vision\n## Content-based criterion setting\n## Reproduceability and reliability\n## Scientific credibility of standards\n## Objective Model pass rate comparison","[{\"question\":\"What is the main criticism of traditional standard setting systems like Angoff?\",\"answer\":\"They rely on expert prediction of item performance, which tends to produce a performance criterion rather than a content-based criterion tied directly to the subject matter.\"},{\"question\":\"What does criterion validity mean in criterion-referenced standard setting?\",\"answer\":\"It means the standard adequately reflects the content so that passing outcomes represent genuine mastery of the targeted content knowledge.\"},{\"question\":\"How can reproducibility of a standard be tested across examinations?\",\"answer\":\"By equating exam forms first (e.g., via common-item equating), controlling differences in ability and difficulty, and then checking whether pass rates match within an accepted error.\"}]","A Standard Vision - read online free | 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is the main criticism of traditional standard setting systems like Angoff?","Question",{"text":73,"@type":74},"They rely on expert prediction of item performance, which tends to produce a performance criterion rather than a content-based criterion tied directly to the subject matter.","Answer",{"name":76,"@type":71,"acceptedAnswer":77},"What does criterion validity mean in criterion-referenced standard setting?",{"text":78,"@type":74},"It means the standard adequately reflects the content so that passing outcomes represent genuine mastery of the targeted content knowledge.",{"name":80,"@type":71,"acceptedAnswer":81},"How can reproducibility of a standard be tested across examinations?",{"text":82,"@type":74},"By equating exam forms first (e.g., via common-item equating), controlling differences in ability and difficulty, and then checking whether pass rates match within an accepted 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