手法を比較

	Bookmark Standard Setting	Angoff Standard Setting	Vertical Scaling
分野	Education	Education	Education
系統	Process / pipeline	Process / pipeline	Latent structure
提唱年	2001	1971	2014
提唱者	Howard Mitzel, Daniel Lewis, Richard Patz & Donald Ross Green (CTB/McGraw-Hill)	William H. Angoff	Educational measurement tradition (Thurstone; Kolen & Brennan synthesis)
種類	IRT-based standard-setting procedure using ordered item booklets	Test-centered standard-setting procedure for establishing cut scores	Construction of a single developmental score scale spanning multiple grades
原典	Cizek, G. J., & Bunch, M. B. (2007). Standard Setting: A Guide to Establishing and Evaluating Performance Standards on Tests. Sage. ISBN: 9781412916820	Cizek, G. J., & Bunch, M. B. (2007). Standard Setting: A Guide to Establishing and Evaluating Performance Standards on Tests. Sage. ISBN: 9781412916820	Kolen, M. J., & Brennan, R. L. (2014). Test Equating, Scaling, and Linking: Methods and Practices (3rd ed.). Springer. ISBN: 9781493903160
別名	Bookmark Method, Bookmark Procedure, Item Mapping Standard Setting, Ordered Item Booklet Method	Angoff Method, Modified Angoff Method, Yes/No Angoff, Angoff Cut-Score Procedure	Developmental Scaling, Vertical Linking, Cross-Grade Scaling, Growth Scale Construction
関連	3	3	4
概要	The Bookmark method is an item-response-theory-based standard-setting procedure in which test items are arranged in a booklet ordered from easiest to hardest. Panelists page through this ordered item booklet and place a 'bookmark' at the point separating items a borderline examinee would likely master from those they would not, judged against a fixed response probability (commonly two-thirds). The latent ability at the bookmark defines the cut score. Developed at CTB/McGraw-Hill, it became one of the dominant methods for large-scale K-12 assessments.	The Angoff method is a test-centered procedure for establishing a passing score (cut score) on an examination. A panel of content experts conceptualizes a 'borderline' or minimally competent examinee and, for each item, estimates the probability that such an examinee would answer it correctly. Summing those probabilities yields a recommended cut score for each panelist, and averaging across panelists and discussion rounds produces the performance standard. It is among the most widely used standard-setting methods in licensure, certification, and K-12 testing.	Vertical scaling places tests written for different grade levels onto a single continuous score scale so that growth from one grade to the next can be measured in common units. Unlike horizontal equating, which links alternate forms intended to be interchangeable, vertical scaling deliberately links tests of differing difficulty and content to build a developmental continuum spanning, for example, grades 3 through 8. It is the measurement foundation that lets a fourth-grade and a fifth-grade score be subtracted to express how much a student grew.