The Bookmark Standard-Setting Method: A Literature Review

The Bookmark method for setting standards on educational tests is currently one of the most popular standard-setting methods. However, research to support the method is scarce. In this report, we review the published and unpublished literature on this method as well as some seminal work in the area of evaluating standard-setting studies. Our review highlights both strengths and limitations of the method. Strengths include its wide acceptance and panelist confidence in the method. Limitations include a potential bias to produce lower-than-intended standards and problems in selecting the most appropriate response probability value for ordering the items presented to panelists. It is clear that more research on this method is needed to support its wide use. Several areas for future research to better understand the validity of the Bookmark method for setting standards on educational tests are presented.     

Towards a judgement‐based statistical analysis

There is a misconception among social scientists that statistical analysis is somehow a technical, essentially objective, process of decision‐making, whereas other forms of data analysis are judgement‐based, subjective and far from technical. This paper focuses on the former part of the misconception, showing, rather, that statistical analysis relies on judgement of the most personal and non‐technical kind. Therefore, the key to reporting such analyses, and persuading others of ones’ findings, is the clarification and discussion of those judgements and their (attempted) justifications. In this way, statistical analysis is no different from the analysis of other forms of data, especially those forms often referred to as ‘qualitative’. By creating an artificial schism based on the kinds of data we use, the misconception leads to neglect of the similar logic underlying all approaches to research, encourages mono‐method research identities, and so inhibits the use of mixed methods.     

Knowing,Believing, and Understanding: What Goals for Science Education?

Science &; Education - What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this...     

Creating educational software and transforming the curriculum: Projects that are changing the face of the Russian school

Conclusion Few would doubt that education is the only way to deal with those global problems that are being felt today in virtually all countries of the world. It is sad that everywhere both the educational system and the researchers who work in it are experiencing difficult times. This is especially true for Russian researchers and teachers. The work I have discussed above is being carried out by true professionals and enthusiasts for their cause. The work continues. The authors of these programs believe that the time has arrived for serious international projects on the design of methodological support and typical modules for a system of global education in the context of the developing global information society.