Issues In Setting Standards: Establishing Standards

Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
List of Figures and Tables......Page 7
Introduction......Page 9
International Issues......Page 11
Introduction......Page 12
Goals 2000......Page 13
Performance Standards......Page 15
Outcomes-oriented Standards......Page 16
Setting Performance Standards......Page 17
Conclusion......Page 18
Introduction......Page 19
Scotland......Page 20
Northern Ireland......Page 21
Teachers’ Assessments......Page 22
Tests......Page 24
Quality Assurance and Control (Moderation) Procedures......Page 26
The Impact of Assessment on Teaching......Page 27
The Balance of Formative and Summative Purposes......Page 28
Conclusion......Page 29
References......Page 30
Introduction......Page 32
Availability......Page 33
International Currency......Page 34
Curriculum Development......Page 35
Grading Decisions......Page 36
Conclusion......Page 37
Introduction......Page 39
Evaluation......Page 41
Assessment......Page 42
Involving Learners in the Assessment......Page 44
Testing......Page 45
References......Page 47
Introduction......Page 49
The Benefits of Productive Comparison......Page 51
Understanding: The Case of the Uncomplicated Biscuit......Page 52
Comparability Assessments......Page 53
Comparison with Low Comparability......Page 55
Conclusion......Page 59
References......Page 60
National Issues......Page 61
Introduction......Page 62
Statistics......Page 63
Cross-moderation Studies at GCSE......Page 65
A Comparability Study in GCSE Geography Based on the Summer 1993 Examinations......Page 66
Statistical Review (1993 Examination Statistics)......Page 67
Syllabus Review......Page 69
Cross-moderation Study......Page 71
Scrutineer Performances......Page 73
Conclusion......Page 74
References......Page 75
Summary......Page 76
Introduction......Page 77
Standard-setting Procedures......Page 78
Policy-oriented Test-centred Procedures......Page 79
Data-oriented Test-centred Procedures......Page 80
Data-oriented Examinee-centred Procedures......Page 81
Applications to National Curriculum Assessment......Page 82
Recommendations for Composition of Panels of Experts......Page 84
Recommendations for Setting Cut-scores......Page 85
Conclusion......Page 86
References......Page 87
Introduction......Page 89
Progression......Page 90
Revised Curriculum......Page 91
Setting Standards......Page 92
Reference......Page 93
Chasing after Comparable Assessment Standards......Page 94
Satisfying the Need for Comparable Standards......Page 95
University Degree Standards Come Under Scrutiny......Page 96
Demonstrating the Comparability of University Assessment Standards......Page 98
The Way Ahead......Page 100
References......Page 101
Test Issues......Page 103
Introduction......Page 104
Criteria and Standards in the National Curriculum......Page 105
Structure of the Mathematics Tests at Key Stages 2 and 3......Page 106
Sampling the Curriculum......Page 107
Question Design: Interpretations of the Mathematics Curriculum......Page 108
Effect of Marks Distributions and Cut-off Scores......Page 110
Stability of Assessment Outcomes Within a Key Stage......Page 112
Effect of Tiering Arrangements......Page 113
Conclusion......Page 114
References......Page 116
Background......Page 117
Introduction......Page 118
The Purposes of Assessment......Page 119
Users of the Assessment System......Page 120
The Credibility of the Dual System......Page 121
Validity......Page 122
Reliability......Page 123
The Interpretation of Results......Page 124
Level Descriptions......Page 125
Conclusion......Page 126
References......Page 127
Introduction......Page 129
Science Curriculum......Page 130
Assessment Implications of Teachers’ Science Subject Matter Knowledge......Page 132
Assessment Implications of Teachers’ Attitudes Towards Investigatory Science......Page 133
Assessment and Progression in Pupils’ Conceptual Understanding......Page 136
Progression in the National Curriculum......Page 138
The Need to Develop Diagnostic and Formative Teacher Assessment......Page 140
Conclusion......Page 141
References......Page 142
Differentiation Through Point Marking Schemes......Page 144
Differentiation Through Levels of Response......Page 145
Differentiation in the National Curriculum Key Stage 3 Pre-tests and National Pilot......Page 147
Between levels 2 and 4......Page 148
Between levels 4 and 7......Page 149
Between levels 5 and 8......Page 150
Between levels 4 and 7......Page 151
References......Page 154
List of Contributors......Page 155
Index......Page 157