ที่มา:วิทยาสารเกษตรศาสตร์ สาขา สังคมศาสตร์

หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Standard Setting for Educational Evaluation: Concepts, Methods and Applications)

ผู้เขียน:Siripan Tiyawongsuwan, Nuttaporn Lawthong, Sirichai Kanjanawasee

สื่อสิ่งพิมพ์:pdf

Abstract

A standard setting method is used to determine levels of student performance in educational programs. A cutscore is the score that serves to classify students into the various performance levels. The results of the Ordinary National Education Test in Thailand must formally adopt achievement descriptors for outcomes of educational processes; consequently, the levels should also be determined so that students can be classified into various performance categories. Levels should be named using neutral labels to avoid the excessive meanings that are often attached to more descriptive labels. The next task is to develop performance descriptors that state in words what students know and can do, and to choose an appropriate method for setting cutscores. The literature in this field indicates there is a preference by some to apply resources to one well-selected method and implement it as best they can, while other studies suggest using several different methods of setting cutscores and combining their results. There are several standard setting methods currently in use. The two most popular procedures are the Angoff method and the Bookmark method. Under the Angoff Method, panelists are asked to estimate the probability that the “minimally competent candidate” at each achievement level would answer each item correctly. Under the Bookmark Method, panelists examine a booklet of test items arranged in order of difficulty. Each panelist places a bookmark between the items at the place where the panelist believes minimally competent candidates should have mastered the items below the bookmark and not have mastered the items above the bookmark.

Article Info

Kasetsart Journal of Social Sciences -- formerly Kasetsart Journal (Social Sciences), Volume 034, Issue 2, May 13 - Aug 13, Page 225 - 240 |  PDF |  Page