ABSTRACT
A review of the chapters comprising Section II of this book reveals a variety of defensible methods for setting performance standards in contexts where a single cut score is needed to differentiate between two performance levels, such as Pass/Fail for licensure or certification examinations, or to create two categories such as when educational achievement tests are used to inform decisions about student promotion, retention, or graduation. The same methods can also be used to derive an ordered set of performance levels for a single test (e.g., a test for a single grade and subject, such as fourth grade reading), such as the familiar Basic, Proficient, and Advanced performance levels.
