A Comparison of Two Standard-Setting Methods for Tests Consisting of Constructed-Response Items

Abstract

Purpose: This study aimed to compare the cut scores obtained by the Extended Angoff and Contrasting Groups methods for an achievement test consisting of constructed-response items Research Methods: This study was based on survey research design In the collection of data, the study group of the research consisted of eight mathematics teachers for the Extended Angoff method, 75 eighth grade students, and a mathematics teacher for the Contrasting Groups method Data were collected through math achievement test consisting of constructed-response items, scoring rubrics, expert opinion form for Extended Angoff method and student classification form for Contrasting Groups method Findings: Cut score was determined to be 13,38 by the Extended Angoff method and 12,50 by the Contrasting Groups method It has been determined that the two standard-setting methods do not make significant difference between the master accepted student ratios It has been found that there is a high level of harmony between the methods in terms of classifying the students as qualified and unqualified Implications for Research and Practice: This study was restricted to test consisting of constructed-response items and two standard-setting methods It is suggested that future research tests should include different types of items and compare different methods In the Covid-19 pandemic process, judge panel discussions can be made online in the Extended Angoff method Online meetings can allow the creation of a heterogeneous judge group Therefore, both methods can be used in the Covid-19 process © 2020 Ani Publishing Ltd All rights reserved