English

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. Although the two procedures described were generally successful, numerous issues are raised and recommendations are made to support future standard-setting activity and research.

0
Pages
35-61
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