Titlebook: Standard Setting in Education; The Nordic Countries Sigrid Blömeke,Jan-Eric Gustafsson Book 2017 The Editor(s) (if applicable) and The Auth

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How Do Finns Know? Educational Monitoring without Inspection and Standard Settingnisers of education were given responsibility for monitoring the effectiveness of education and securing that every child has equal possibilities in proceeding through the 9-year basic education consisting of primary education and lower secondary education. A national model for sample-based curricul

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The Data-Driven Direct Consensus (3DC) Procedure: A New Approach to Standard Setting .. These procedures have their strengths and weaknesses. Some procedures make it possible to establish performance standards relatively efficiently and quickly, but lack empirical rigor. Other procedures do include empirical data, but are time consuming and not very intuitive. In the present study,

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Using Empirical Results to Validate Performance Standardsre. In evaluating standards, the question is not whether we got it right, but rather, whether the decisions based on the cut scores are reasonable, broadly acceptable, and have mostly positive consequences (which outweigh any negative consequences).

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Assessment for Learning and Standards: A Norwegian Strategy and Its ChallengesICC analyses (time series as well as comparative analysis across contexts) demonstrate that a considerable increase in reliability develops over time, but simultaneously imply a number of remaining challenges and that further refinements will be needed in order to reach satisfactory levels.

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Standard Setting in PISA and TIMSS and How These Procedures Can Be Used Nationallyesearched area in standard setting: the nature of and empirical basis for the development of performance level descriptors (PLDs). We conclude by discussing how these procedures may be relevant for formulating useful standards in tests and assessments in the Norwegian context.

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Validating Standard Setting: Comparing Judgmental and Statistical Linkinge equating procedures. A non-equivalent group anchor test (NEAT) design was also used. The results provide evidence that the cut scores obtained through both judgmental and statistical linking are equivalent. However, the equating procedure revealed several methodological and practical challenges.