A Conceptual Framework for a Psychometric Theory for Standard Setting with Examples of Its Use for Evaluating the Functioning of Two Standard Setting Methods

A conceptual framework is proposed for a psychometric theory of standard setting. The framework suggests that participants in a standard setting process (panelists) develop an internal, intended standard as a result of training and the participant's background. The goal of a standard setting process is to convert panelists' intended standards to points on a test's score scale. Psychometrics is involved in this process because the points on the score scale are estimated from ratings provided by participants. The conceptual framework is used to derive three criteria for evaluating standard setting processes. The use of these criteria is demonstrated by applying them to variations of bookmark and modified Angoff standard setting methods.     

Variable inspection time as an indicator of cognitive reading behaviors

Previous attempts to relate inspection speed to text relevance have produced ambiguous results. Two experiments were conducted to demonstrate that the inconsistencies previously observed were probably due to the experimental manipulations employed to establish relevant and irrelevant text material. While specific goals or questions were shown to produce variable inspection speeds, a general purpose in reading did not. In both cases, text information related to the reading goals was more likely to be retained. Results are explained in terms of the storage demands imposed by each category of reading goal.     

Comment on Barrow

The author continues his dialogue with Robin Barrow on the place of religion in public education (see pages 205 to 223 of this issue).