Comparar métodos

	Angoff Standard Setting	Teoria de Resposta ao Item (TRI)	Vertical Scaling
Área	Education	Psicometria	Education
Família	Process / pipeline	Latent structure	Latent structure
Ano de origem	1971	1952–1968	2014
Autor original	William H. Angoff	Frederic M. Lord (and Allan Birnbaum for the 2PL/3PL models)	Educational measurement tradition (Thurstone; Kolen & Brennan synthesis)
Tipo	Test-centered standard-setting procedure for establishing cut scores	Probabilistic measurement model	Construction of a single developmental score scale spanning multiple grades
Fonte seminal	Cizek, G. J., & Bunch, M. B. (2007). Standard Setting: A Guide to Establishing and Evaluating Performance Standards on Tests. Sage. ISBN: 9781412916820	Lord, F. M. & Novick, M. R. (1968). Statistical Theories of Mental Test Scores. Addison-Wesley.	Kolen, M. J., & Brennan, R. L. (2014). Test Equating, Scaling, and Linking: Methods and Practices (3rd ed.). Springer. ISBN: 9781493903160
Outros nomes	Angoff Method, Modified Angoff Method, Yes/No Angoff, Angoff Cut-Score Procedure	IRT, latent trait theory, item characteristic curve theory, modern test theory	Developmental Scaling, Vertical Linking, Cross-Grade Scaling, Growth Scale Construction
Relacionados	3	5	4
Resumo	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.	Item response theory models the probability that a respondent answers an item correctly (or endorses it) as a function of the respondent's latent trait level and the item's own statistical properties — difficulty, discrimination, and guessing. Unlike classical test theory, IRT places persons and items on the same scale, yielding measurement that is sample-independent for items and test-independent for persons.	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.