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Direct linkKannan, Priya; Sgammato, Adrienne; Tannenbaum, Richard J. – Applied Measurement in Education, 2015
Establishing cut scores using the Angoff method requires panelists to evaluate every item on a test and make a probability judgment. This can be time-consuming when there are large numbers of items on the test. Previous research using resampling studies suggest that it is possible to recommend stable Angoff-based cut score estimates using a…
Descriptors: Cutting Scores, Test Items, Standard Setting (Scoring), Feasibility Studies
Halverson, Richard; Wolfenstein, Moses; Williams, Caroline C.; Rockman, Charles – E-Learning, 2009
This article describes how the design of digital learning objects can spark professional learning. The challenge was to build learning objects that would help experienced special education teachers, who had been teaching in math classes, to demonstrate their proficiency in middle and secondary school mathematics on the PRAXIS examination. While…
Descriptors: Secondary School Mathematics, Adult Learning, Adult Students, Special Education Teachers
Download full textLivingston, Samuel A.; Rupp, Stacie L. – ETS Research Report Series, 2004
Some previous research results imply that women tend to perform better, relative to men, on constructed-response (CR) tests than on multiple-choice (MC) tests in the same subjects. An analysis of data from several tests used in the licensing of beginning teachers supported this hypothesis, to varying degrees, in most of the tests investigated. The…
Descriptors: Gender Differences, Multiple Choice Tests, Beginning Teachers, Hypothesis Testing
