Comparar métodos

	Bookmark Standard Setting	Angoff Standard Setting	Teoria de Resposta ao Item (TRI)
Área	Education	Education	Psicometria
Família	Process / pipeline	Process / pipeline	Latent structure
Ano de origem	2001	1971	1952–1968
Autor original	Howard Mitzel, Daniel Lewis, Richard Patz & Donald Ross Green (CTB/McGraw-Hill)	William H. Angoff	Frederic M. Lord (and Allan Birnbaum for the 2PL/3PL models)
Tipo	IRT-based standard-setting procedure using ordered item booklets	Test-centered standard-setting procedure for establishing cut scores	Probabilistic measurement model
Fonte seminal	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	Lord, F. M. & Novick, M. R. (1968). Statistical Theories of Mental Test Scores. Addison-Wesley.
Outros nomes	Bookmark Method, Bookmark Procedure, Item Mapping Standard Setting, Ordered Item Booklet Method	Angoff Method, Modified Angoff Method, Yes/No Angoff, Angoff Cut-Score Procedure	IRT, latent trait theory, item characteristic curve theory, modern test theory
Relacionados	3	3	5
Resumo	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.	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.