手法を比較

	Bookmark Standard Setting	Standardized Test Analysis	テスト等化
分野	Education	Education	心理測定学
系統	Process / pipeline	Latent structure	Latent structure
提唱年	2001	2014	1984 (modern statistical treatment)
提唱者	Howard Mitzel, Daniel Lewis, Richard Patz & Donald Ross Green (CTB/McGraw-Hill)	Educational measurement profession (AERA/APA/NCME Standards; Lord; Cronbach)	Kolen & Brennan (foundational treatise, 2004/2014); Holland & Dorans (2006)
種類	IRT-based standard-setting procedure using ordered item booklets	Psychometric evaluation of items, reliability, validity, and fairness of standardized tests	Score transformation / latent-scale calibration
原典	Cizek, G. J., & Bunch, M. B. (2007). Standard Setting: A Guide to Establishing and Evaluating Performance Standards on Tests. Sage. ISBN: 9781412916820	American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for Educational and Psychological Testing. AERA. ISBN: 9780935302356	Kolen, M.J. & Brennan, R.L. (2014). Test Equating, Scaling, and Linking: Methods and Practices (3rd ed.). Springer. ISBN: 978-1-4939-0316-6
別名	Bookmark Method, Bookmark Procedure, Item Mapping Standard Setting, Ordered Item Booklet Method	Standardized Testing Analysis, Test Score Analysis, Item and Test Analysis, Educational Test Psychometrics	Test Eşitleme (Test Equating), score equating, equipercentile equating, IRT true-score equating
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.	Standardized test analysis is the body of psychometric methods used to evaluate and score standardized educational tests: analyzing how items perform, estimating reliability and the standard error of measurement, scaling scores via classical or item response theory, and assembling validity and fairness evidence. Governed by the professional Standards for Educational and Psychological Testing and rooted in test theory synthesized by Lord and others, it is the disciplined work that turns a set of test questions into defensible scores carrying meaning, precision, and fairness.	Test equating is a family of statistical methods that converts scores earned on one test form onto the score scale of another form, so that scores from different administrations or versions can be compared and reported on a common metric. The foundational modern treatment is Kolen and Brennan (2004/2014); Holland and Dorans (2006) provide the authoritative chapter-length overview within the field of educational measurement.