Linganisha mbinu

	Bookmark Standard Setting	Nadharia ya Itikio la Kipengee (IRT)	Vertical Scaling
Nyanja	Education	Saikometriki	Education
Familia	Process / pipeline	Latent structure	Latent structure
Mwaka wa asili	2001	1952–1968	2014
Mwanzilishi	Howard Mitzel, Daniel Lewis, Richard Patz & Donald Ross Green (CTB/McGraw-Hill)	Frederic M. Lord (and Allan Birnbaum for the 2PL/3PL models)	Educational measurement tradition (Thurstone; Kolen & Brennan synthesis)
Aina	IRT-based standard-setting procedure using ordered item booklets	Probabilistic measurement model	Construction of a single developmental score scale spanning multiple grades
Chanzo asilia	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
Majina mbadala	Bookmark Method, Bookmark Procedure, Item Mapping Standard Setting, Ordered Item Booklet Method	IRT, latent trait theory, item characteristic curve theory, modern test theory	Developmental Scaling, Vertical Linking, Cross-Grade Scaling, Growth Scale Construction
Zinazohusiana	3	5	4
Muhtasari	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.	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.