Titlebook: Standard Setting in Education; The Nordic Countries Sigrid Bl?meke,Jan-Eric Gustafsson Book 2017 The Editor(s) (if applicable) and The Auth

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Standard Setting: Bridging the Worlds of Policy Making and Researchional goals are being reached and expectations are being met. Whether these interpretations of test scores are informative, however, hinges on their validity. While validity plays an important role in educational assessment, it is rarely addressed in a systematic and comprehensive manner. The discus

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Standard Setting in PISA and TIMSS and How These Procedures Can Be Used Nationallynd set descriptions of standards. Although the studies use similar methods, different decisions have been made regarding the nature and properties of the final descriptions of student achievement. In addition to this overview, we treat PISA and TIMSS as case studies in order to illustrate an under-r

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Standard Setting in Denmark: Challenges Through Computer-Based Adaptive Testingugh the history of standard setting in a Danish context. This includes periods when Denmark provided education without using the formal standard setting approaches we use today, where standard setting involves more than creating limits or cut points in various distributions measuring student achieve

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Experiences with Standards and Criteria in Swedenf changes at different levels of the educational system. In this, the national tests, with their long tradition and high degree of acceptance, were seen as one way of implementing the new system. Hence, the tests were given several explicit aims, from clarification of subject syllabuses and criteria

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Validating Standard Setting: Comparing Judgmental and Statistical Linking. The external validity was analyzed by comparing the cut scores set by an Angoff procedure with the results provided by mean and linear observed score equating procedures. A non-equivalent group anchor test (NEAT) design was also used. The results provide evidence that the cut scores obtained throu

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National Tests in Norway: An Undeclared Standard in Education? Practical and Political Implications in 2004. As the national curriculum relies on teachers’ professional judgement for setting criteria for student learning, there are no direct links between the standardised tests and the managerial and pedagogical employment of the norm- referenced test results. In this study, we investigate how mun

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Setting Standards for Multistage Tests of Norwegian for Adult Immigrants listening and reading tests between the levels (1) A1 and A2, and (2) A2 and B1 on the Common European Framework of Reference for Languages (CEFR). In addition to documenting the quality of the procedures, the question of whether and how to take the multistage design into account is discussed. Nine

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