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Jim Tognolini 《Assessment & Evaluation in Higher Education》1995,20(2):161-173
Methods of test equating and scaling have been studied in the statistically advanced literature of educational and psychological measurement, and applied extensively where mass testing and selection procedures are required; for example, selection for tertiary study. Usually the procedures themselves require large data sets, and they are applied in order to ensure that students are not advantaged or disadvantaged because of the arbitrary features of the origin and units of measurement of the various tests. However, equating may be necessary where the data sets are relatively small. This paper provides an example of selection into a professional faculty within a university, following study from a range of subjects available in various faculties at the first-year level, and shows the need and a procedure for equating the grades in the different subjects. The procedure itself is based on a psychometric model studied extensively in the psychometric literature, and the purpose of this paper is to introduce the rationale for its application from first principles for a broader professional education audience and to illustrate its application with a practical example. 相似文献
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John Bennett Jim Tognolini Samantha Pickering 《Assessment in Education: Principles, Policy & Practice》2012,19(3):321-339
This paper describes how a state education system in Australia introduced standards-referenced assessments into its large-scale, high-stakes, curriculum-based examinations in a way that enables comparison of performance across time even though the examinations are different each year. It describes the multi-stage modified Angoff standard-setting procedure used to establish cut-off scores on subject examinations, and how the results from this exercise were then used to develop standards packages. These packages illustrate the performances of students at the borders between the various bands.
The paper also shows how originally it was intended to use a Rasch measurement model to create the statistical feedback used in the standard-setting procedure. It also describes the modifications to the feedback that were necessary to meet the real-time constraints of this large-scale examination programme. It argues that consideration should now be given to using the Rasch model to provide this feedback instead of the current approach. 相似文献
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本文概述了一种评核概念和理论，即基于标准的评核。这种评核模式通过把学生的成绩和他们的知识、课程标准联系起来，给学生的学习成绩赋予意义。它有效地将评核的焦点从对成绩排名的关注（仅仅把学生的表现与同学相比较）转移到了对学生学习进步的关注上来。本文关注这一转变过程，并为这一评核方式的实施提供可能的策略。同时，本文认为这一评核体系将会对教育中人力资本和能力提升产生深远的影响。 相似文献
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