Interpreting the Results of Three Different Standard-Setting Procedures

Different standard-setting procedures usually produce different cut points even if each has a rational basis. In 2000, three standard-setting procedures were implemented to set cut scores in each of the 18 grade/content areas comprising Kentucky's state assessment system: the Contrasting Groups, Bookmark, and Jaeger-Mills procedures. Subsequently, participants from each of the three procedures worked together in each grade/content area to synthesize the results. These synthesis participants considered the results of, and examined the materials and information provided by, each of the three separate procedures. In this article the synthesis processes are described and discussed.     

Volunteers in college teaching

Volunteers have worked traditionally with individuals whom society identifies as in need of extra help, be they physically handicapped, emotionally impoverished, or culturally disadvantaged. Recently, however, some nontraditional programs in higher education have begun to use volunteers to teach college classes. A five-year experience of the Experimental Programs Division at Kent State University with the use of volunteers in college teaching suggests that there may be intrinsic advantages to volunteerism in higher education.Helga Kaplan has completed her doctoral dissertation in history and is presently working as Assistant Director in the Experimental Programs Division. She has previously published inThe Journal of College Student Personnel.Donald M. Hassler has been Director of the Experimental Programs Division for the same period of time. He has published two books on literature. This is his first publication in the field of education. The authors' address is c/o Experimental Programs Division, Honors and Experimental College, Kent State University, Kent, Ohio 44242.