Standard‐Setting Methods as Measurement Processes

Abstract

Some writers in the measurement literature have been skeptical of the meaningfulness of achievement standards and described the standard‐setting process as blatantly arbitrary. We argue that standard setting is more appropriately conceived of as a measurement process similar to student assessment. The construct being measured is the panelists' representation of student performance at the threshold of an achievement level. In the first section of this paper, we argue that standard setting is an example of stimulus‐centered measurement. In the second section, we elaborate on this idea by comparing some popular standard‐setting methods to the stimulus‐centered scaling methods known as psychophysical scaling. In the third section, we use the lens of standard setting as a measurement process to take a fresh look at the two criticisms of standard setting: the role of judgment and the variability of results. In the fourth section, we offer a vision of standard‐setting research and practice as grounded in the theory and practice of educational measurement.

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