Linganisha mbinu
Pitia mbinu ulizochagua bega kwa bega; safu zinazotofautiana zinaangaziwa.
| Bookmark Standard Setting× | Vertical Scaling× | |
|---|---|---|
| Nyanja | Education | Education |
| Familia≠ | Process / pipeline | Latent structure |
| Mwaka wa asili≠ | 2001 | 2014 |
| Mwanzilishi≠ | Howard Mitzel, Daniel Lewis, Richard Patz & Donald Ross Green (CTB/McGraw-Hill) | Educational measurement tradition (Thurstone; Kolen & Brennan synthesis) |
| Aina≠ | IRT-based standard-setting procedure using ordered item booklets | 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 | 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 | Developmental Scaling, Vertical Linking, Cross-Grade Scaling, Growth Scale Construction |
| Zinazohusiana≠ | 3 | 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. | 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. |
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