Reliability and Validity of Bookmark‐Based Methods for Standard Setting: Comparisons to Angoff‐Based Methods in the National Assessment of Educational Progress

Historically, Angoff‐based methods were used to establish cut scores on the National Assessment of Educational Progress (NAEP). In 2005, the National Assessment Governing Board oversaw multiple studies aimed at evaluating the reliability and validity of Bookmark‐based methods via a comparison to Angoff‐based methods. As the Board considered adoption of Bookmark‐based methods, it considered several criteria, including reliability of the cut scores, validity of the cut scores as evidenced by comparability of results to those from Angoff, and procedural validity as evidenced by panelist understanding of the method tasks and instructions and confidence in the results. As a result of their review, a Bookmark‐based method was adopted for NAEP, and has been used since that time. This article goes beyond the Governing Board's initial evaluations to conduct a systematic review of 27 studies in NAEP research conducted over 15 years. This research is used to evaluate Bookmark‐based methods on key criteria originally considered by the Governing Board. Findings suggest that Bookmark‐based methods have comparable reliability, resulting cut scores, and panelist evaluations to Angoff. Given that Bookmark‐based methods are shorter in duration and less costly, Bookmark‐based methods may be preferable to Angoff for NAEP standard setting.     

Conduct Disorder: Developmental considerations

Antisocial behavior clearly has its roots in childhood. DSM-IV now recognizes that antisocial behavior follows at least two main developmental routes—a childhood-onset and a post-pubertal adolescent-onset—that vary in etiology, natural course, compounding features, prognosis, and treatment needs. Neuropsychological deficits and family adversity predispose the early starters to a life of antisocial behavior. Aggressive antisocial behavior crystallizes around age 8. Importantly, the adolescent-limited delinquents are free from psychopathology. Findings about developmental pathways and individual factors affecting the development of conduct disorder are presented. Both stability and change characterize the cause of conduct disorder. Conclusions and implications are noted. © 1997 John Wiley & Sons, Inc.     

Internationalizing the Business Curriculum: Bridging the Academic Culture Gap

Rapid global change, driven especially by the telecommunications and computing industries, are rapidly transforming the international economic, social, and cultural landscape. Affected are both urban and rural businesses who face intense competition at home and abroad. If the U.S. is to continue to maintain a competitive advantage in the global marketplace, educational institutions must prepare the next generation of leaders for a pluralistic world in which multiculturalism dominates. This paper addresses one aspect of preparing university graduates for the global setting: the meshing of the business and economics disciplines with other relevant curricula. It describes first the underlying philosophy that supports federal funding for integrative initiatives designed to enhance students' multi‐cultural competence. Second, in the form of a case study, it recounts the experience of a particular program that was successfully implemented recently at the University of Kentucky. Third, this case study can serve as a model for integrative cross‐curricular efforts at institutions of higher learning elsewhere.