Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Validating Performance Standards via Latent Class Analysis

Validating Performance Standards via Latent Class Analysis Validity of performance standards is a key element for the defensibility of standard setting results, and validating performance standards requires collecting multiple pieces of evidence at every step during the standard setting process. This study employs a statistical procedure, latent class analysis, to set performance standards and compares latent class analysis results with previously established performance standards via the modified‐Angoff method for cross‐validation. The context of the study is an operational large‐scale science assessment administered in one of the southern states in the United States. Results show that the number of classes that emerged in the latent class analysis concurs with the number of existing performance levels. In addition, there is a substantial level of agreement between latent class analysis results and modified‐Angoff method in terms of classifying students into the same performance levels. Overall, the findings establish evidence for the validity of the performance standards identified via the modified‐Angoff method. Practical implications of the study findings are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Measurement Wiley

Validating Performance Standards via Latent Class Analysis

Loading next page...
 
/lp/wiley/validating-performance-standards-via-latent-class-analysis-9tpEfF0mOc

References (26)

Publisher
Wiley
Copyright
© 2022 by the National Council on Measurement in Education.
ISSN
0022-0655
eISSN
1745-3984
DOI
10.1111/jedm.12325
Publisher site
See Article on Publisher Site

Abstract

Validity of performance standards is a key element for the defensibility of standard setting results, and validating performance standards requires collecting multiple pieces of evidence at every step during the standard setting process. This study employs a statistical procedure, latent class analysis, to set performance standards and compares latent class analysis results with previously established performance standards via the modified‐Angoff method for cross‐validation. The context of the study is an operational large‐scale science assessment administered in one of the southern states in the United States. Results show that the number of classes that emerged in the latent class analysis concurs with the number of existing performance levels. In addition, there is a substantial level of agreement between latent class analysis results and modified‐Angoff method in terms of classifying students into the same performance levels. Overall, the findings establish evidence for the validity of the performance standards identified via the modified‐Angoff method. Practical implications of the study findings are discussed.

Journal

Journal of Educational MeasurementWiley

Published: Dec 1, 2022

There are no references for this article.