4/29/2023 0 Comments Reliability of test in educationIn this chapter, we examine measures of internal consistency reported for the outcomes of the 1992 standard settings. Even though the two are intertwined, it is possible to set cut scores through procedures that meet current criteria for best practices and yet create ALDs that are not aligned with those cut scores, and vice versa. When evaluating any standard setting, it is important to separate the standard setting process used to establish cut scores from the achievement-level descriptors used to provide meaning to those cut scores. In this chapter and the next, we focus on their reliability and validity. 1 The standard setting process produces two key outcomes: the detailed achievement-level descriptors (ALDs) and cut scores, which are inextricably linked (see Chapter 3). ![]() ![]() That process began with a general policy description of what each level is intended to represent (e.g., mastery over challenging subject matter) and a set of items that had been used to assess the knowledge and skills elaborated in the assessment frameworks. ![]() Chapter 3 focused on the standard setting process used for NAEP.
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