By Craig S. Wells PhD, Molly Faulkner-Bond CEd, Else Hambleton PhD
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Extra resources for Educational Measurement: From Foundations to Future
Example text
Advances in Criterion‑Referenced Testing 31 Today, the NAEP standards remain, and are an integral part of, NAEP score reporting. The research itself quickly spread to state assessment programs and credentialing examinations. Pitoniak and Cizek (Chapter 3, this volume) provide an overview of standard-setting methods and procedures in use today. CRT in the Spotlight: Test Score Reporting Although so many of the advances in testing that have occurred with respect to CRT are somewhat technical in nature and therefore happen behind the scenes in the area of test development, one critical effect of the widespread use of CRT is perhaps most readily apparent in the domain of reporting test results to examinees and other stakeholders.
One of us (RKH) recalls being called by a state test director and asked to offer a standard-setting method over the telephone, but in no more than 15 minutes because that was all the time she had available. Passing scores were, for the most part, arbitrary, and most everyone agreed (see Glass, 1978). But dispute over the particular meaning of the word arbitrary was a key point in the paper by Glass (1978) and the reactions of several researchers, including two of us (Hambleton, 1978; Popham, 1978).
And we must parallel our technological and psychometric developments with those for the content and psychological processes of what we are measuring, and use both within the context of best professional practices. References Aldrich, J. (1997). R. A. Fisher and the making of maximum likelihood 1912–1922. Statistical Science, 12(3), 162–176. Amrein, A. , & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18), 1–74. Anastasi, A.