In this article, we discuss the roles played by participants and the processes involved in a provincial educational standards setting exercise for a large-scale assessment of student skills. The perspectives offered are those of a policy maker outside the exercise and of an insider participant who describes his experience of the standard-setting exercise from within. A number of issues involved in selecting delegates, in empanelling stakeholder representatives, and in designing standard-setting exercises are considered.
This article discusses a variety of issues associated with the use of holistic and analytic scoring methods in large-scale student assessments. The article reviews the education literature on the subject, describes the results of a recent Saskatchewan study comparing the results of the two scoring approaches, and discusses some of the study's implications for future large-scale assessments.
This article discusses a variety of issues associated with establishing formal standards or expectations for student achievement on large-scale assessment programs. The article reviews the educational literature on the subject of standard-setting methods, describes two approaches to standard setting that have been used in province-wide assessments in Saskatchewan, and evaluates the effectiveness of these approaches.