Ove Edvard Hatlevik and Ingrid Radtke
Application of Standard-Setting Methods in a Formative Assessment in Digital Responsibility among Norwegian Eight Graders.
In national tests, exams or international surveys standard-setting procedures serve the function to help educators and policy-makers with monitoring and decision-making for further educational policy. In addition more formative assessment has evolved to mainly serve and examine what students have learned, and to emphasise what teachers and students should do more work on. Could standard-setting of formative assessments provide teachers and students with information about the status in the classroom and future learning activities? The results of setting cut-scores in standard setting procedures are based on various methods (i.e. Angoff or Bookmark) and the experts or judges chosen for the task. The documentation of standard-setting has been the subject of concerns about validity. Since 2012 digital responsibility has been one of four aspects of digital skills in the Norwegian framework of basic skills. In 2015 a formative 56-item test in digital responsibility will be available for Norwegian eight graders. The items in the test are based on the national curriculum and competence aims within the subjects. The questions are developed through two rounds of piloting. Both classical test-theory and Rasch-method was used to select tasks to the test. The test results were divided into three proficiency levels. Provisional cut scores were set based on a sample test with 1,026 students from 26 schools. This paper addresses experiences from using standard setting methods to evaluate the cut scores and the proficiency levels and to discuss the application of standard setting methods for formative assessment.