ABSTRACT
I n the previous chapters we discussed ways of rating and comparing (e.g., rank-ing) individuals based on assessments of merit. Standards can result whenever we introduce boundaries to these rankings or ratings. For example, we may decide whether or not a child merits advancement to the third grade depending on whether that child’s performance in second grade surpasses a boundary required for advancement. Or we may decide that three people in a piano concerto competition may play well enough (i.e., above a cut-score of enthusiasm on the part of the judges) to be included as fi nalists.
