By J. Ferris
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Additional info for Basic Sciences in Opthalmology - A Self Assessment Text [low qual scan]
A score of one was to be awarded for each item a "minimally acceptable person" (p. 515) was judged to be able to answer correctly, and a score of zero was to be awarded for each item such a person was judged to be unable to answer correctly. The sum of the item scores would be the cutscore. What became the celebrated and very widely used Angoff method was actually described in the footnote and involved stating "the probability that the 'minimally acceptable person' would answer each item correctly" (Angoff, 1971, p.
98). My own experience with standard-setting procedures has revealed the pattern shown in Fig. 1 to be very common—indeed, to be the desired result of providing discussion and multiple ratings. The second common feature of standard settings—the provision of item statistics—yields similar benefits (or, at least, results) for the same reasons. , borderline or minimally competent) group. Again, one near-inevitable and intended result is greater interjudge consistency in the final standard. Finally, the third common feature—provision of impact data—is intended to help provide a hedge against unreasonable standards.
N. ), Handbook for the development of performance standards: Meeting the requirements of Title I (pp. 97–114). Washington, DC: Council of Chief State School Officers. Hambleton, R. , Brennan, R. , Forsyth, R. , Mehrens, W. , van der Linden, W. , & Zwick, R. (2000). " Educational Measurement: Issues and Practice, 19(2), 5–14. Hofstee, W. K. B. (1983). The case for compromise in educational selection and grading. In S. B. Anderson & J. S. ), On educational testing (pp. 109–127). San Francisco: Jossey-Bass.