| Abstract: | In this article we address the issue of consistency in standard setting in the context of an augmented state testing program. Information gained from the external NRT scores is used to help make an informed decision on the determination of cut scores on the state test. The consistency of cut scores on the CRT across grades is maintained by forcing a consistency model based on the NRT scores and translating that information back to the CRT scores. The inconsistency of standards and the application of this model are illustrated using data from the Maryland MSA large state testing program involving cut points for basic, proficient and advanced in mathematics and reading across years and across grades. The model is discussed in some detail and shown to be a promising approach, although not without assumptions that must be made and issues that might be raised. |
