Standard setting lessons learned in the South African context: implications for international implementation

Simple item page
dc.contributor.authorPitoniak, Mary Jen_ZA
dc.contributor.authorYeld, Nanen_ZA
dc.date.accessioned2014-11-29T17:36:02Z
dc.date.available2014-11-29T17:36:02Z
dc.date.issued2013en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Testing on 28 December 2012, available online: http://www.tandfonline.com/10.1080/15305058.2012.741085.en_ZA
dc.description.abstractCriterion-referenced assessments have become more common around the world, with performance standards being set to differentiate different levels of student performance. However, use of standard setting methods developed in the United States may be complicated by factors related to the political and educational contexts within another country. In this article, experience gained from conducting several standard setting studies in South Africa is shared. The legacy of the apartheid era, in which segregation and discrimination were institutionalized, affects the attitudes of South Africans toward assessment and placing students into performance levels. These issues played out as panelists were asked to make judgments related to students' likely performance in higher education. Although the instantiation of panelists' reluctance to label students may be different in South Africa compared to the United States or other countries, lessons can be learned about how the effects of these beliefs and anxieties may be addressed during standard setting activities.en_ZA
dc.identifier.apacitationPitoniak, M. J., & Yeld, N. (2013). Standard setting lessons learned in the South African context: implications for international implementation. <i>International Journal of Testing</i>, http://hdl.handle.net/11427/9840en_ZA
dc.identifier.chicagocitationPitoniak, Mary J, and Nan Yeld "Standard setting lessons learned in the South African context: implications for international implementation." <i>International Journal of Testing</i> (2013) http://hdl.handle.net/11427/9840en_ZA
dc.identifier.citationPitoniak, M., Yeld, N. 2013. Standard setting lessons learned in the South African context: implications for international implementation. International Journal of Testing.en_ZA
dc.identifier.issn1530-5058en_ZA
dc.identifier.ris TY - Journal Article AU - Pitoniak, Mary J AU - Yeld, Nan AB - Criterion-referenced assessments have become more common around the world, with performance standards being set to differentiate different levels of student performance. However, use of standard setting methods developed in the United States may be complicated by factors related to the political and educational contexts within another country. In this article, experience gained from conducting several standard setting studies in South Africa is shared. The legacy of the apartheid era, in which segregation and discrimination were institutionalized, affects the attitudes of South Africans toward assessment and placing students into performance levels. These issues played out as panelists were asked to make judgments related to students' likely performance in higher education. Although the instantiation of panelists' reluctance to label students may be different in South Africa compared to the United States or other countries, lessons can be learned about how the effects of these beliefs and anxieties may be addressed during standard setting activities. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - International Journal of Testing KW - South Africa KW - standard setting KW - validity LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM - 1530-5058 T1 - Standard setting lessons learned in the South African context: implications for international implementation TI - Standard setting lessons learned in the South African context: implications for international implementation UR - http://hdl.handle.net/11427/9840 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9840
dc.identifier.vancouvercitationPitoniak MJ, Yeld N. Standard setting lessons learned in the South African context: implications for international implementation. International Journal of Testing. 2013; http://hdl.handle.net/11427/9840.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentDean's Office: CHEDen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceInternational Journal of Testingen_ZA
dc.source.urihttp://www.tandfonline.com/10.1080/15305058.2012.741085en_ZA
dc.subjectSouth Africaen_ZA
dc.subjectstandard settingen_ZA
dc.subjectvalidityen_ZA
dc.titleStandard setting lessons learned in the South African context: implications for international implementationen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
CHED_article_StandardSettingLessons_Yeld_2013.pdf
Size:
375.78 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Journal Articles