Standard Setting: A Guide to Establishing and Evaluating Performance Standards on Tests provides the only "go-to" reference on how to set standards on tests in education, licensure, and certification. It is comprehensive in scope, practical in nature, and definitive in terms of cataloguing the essential conceptual and procedural fundamentals of setting performance standards.
Key Features:
" Offers an overview of the importance of standard setting, current demands, legislation, formats, and licensure and certification contents
" Provides a detailed look at the distinctions between oft-confused concepts such as "content standards" and "performance standards"
" Gives a straightforward review of the common elements in setting performance standards
" Provides detailed inclusion of the various methods (Angoff, Item Mapping, Analystic Judgment, etc.)for setting performance standards
" Includes a full chapter devoted to the future issues and research in standard setting as well as a glossary of key terms and a full set of references to aid the reader's literature review
Author Biography:
Gregory J. Cizek is Professor of Educational Measurement at the University of North Carolina, Chapel Hill. His background in the field of educational assessment includes five years as a manager of licensure and certification testing programs for American College Testing (ACT) in Iowa City, Iowa, and 15 years of teaching experience at the college level, where his teaching assignments have consisted primarily of graduate courses in educational testing, research methods, and statistics. He is the author of over 200 books, chapters, articles, conference papers, and reports. His books include Handbook of Educational Policy (Academic Press, 1998); Cheating on Tests: How to Do It, Detect It, and Prevent It (Lawrence Erlbaum, 1999); Setting Performance Standards: Concepts, Methods, and Perspectives (Lawrence Erlbaum, 2001); and Detecting and Preventing Classroom Cheating (Corwin Press, 2003). Dr. Cizek has served as an elected member and vice president of a local school board in Ohio, and he currently works with several states, organizations, and the U.S. Department of Education on technical and policy issues related to large-scale standards-based testing programs for students in grades K–12. He began his career as an elementary school teacher in Michigan, where he taught second and fourth grades. Michael B. Bunch is Vice-President of Measurement Incorporated, a test development and scoring company serving the statewide assessment community. Dr. Bunch joined MI in 1982 and has built the research and development division of that organization into a team of more than 60 project directors, psychometricians, editors, content specialists, and support staff. Prior to joining MI, Dr. Bunch was a senior professional with NTS Research Corporation, where he provided ESEA Title I evaluation technical assistance to state education agencies. From 1976 to 1978, he was a research psychologist with the American College Testing Program (ACT). Dr. Bunch has authored dozens of professional and technical reports on a variety of topics--many on standard setting--and has presented his work at national conferences, including annual meetings of the American Educational Research Association (AERA), National Council on Measurement in Education (NCME), American Psychological Association (APA), Council of Chief State School Officers (CCSSO), Education Commission of the States (ECS) and Adult Education Research Conference (AERC). He received his Ph.D. in psychological measurement from the University of Georgia.
