Abstract

AbstractSince the No Child Left Behind Act (No Child Left Behind [NCLB], 2001) was enacted, the Bookmark method has been used in many state standard setting studies (Karantonis and Sireci; Zieky, Perie, and Livingston). The purpose of the current study is to evaluate the criticism that when panelists are presented with data during the Bookmark standard setting process, these data are often misunderstood. We collected survey responses from eight panels of teachers who worked on an alternate assessment standard setting workshop. We found that although many panelists understood these data, others misunderstood them. For example, when panelists reviewed panel judgment statistics, some extrapolated beyond what these data represent. Our results include themes describing the types of misconceptions we observed, and the need for training and evaluation related to understanding and use of data used in standard setting. We share some suggestions for consideration when implementing the Bookmark method.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.