Performance assessments have become popular in education and credentialing, and performance standards are common for interpreting and reporting scores. However, because of the unique characteristics of these assessments compared to multiple-choice tests (such as polytomous scoring), new and valid standard-setting methods are needed.
Author(s): Ronald K. Hambleton, Richard M. Jaeger, Barbara S. Plake and Craig Mills
Year Published: 2000
Language: English
Country: United States of America
