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Setting proficiency standards for school leadership assessment: an examination of cut score decision making
Cravens, Xiu Chen Goldring, Ellen B. Porter, Andrew C. Polikoff, Morgan S. Murphy, Joseph Elliott, Stephen
Cravens, Xiu Chen
Goldring, Ellen B.
Porter, Andrew C.
Polikoff, Morgan S.
Murphy, Joseph
Elliott, Stephen
Abstract
Purpose: Performance evaluation informs professional development and helps school personnel improve student learning. Although psychometric literature indicates that a rational, sound, and coherent standard-setting process adds to the credibility of an assessment, few studies have empirically examined the decision-making process. This article sheds light on the inner workings of setting cut scores for leadership proficiency from the deliberative perspectives of expert-panel participants, including principals, teachers, district supervisors, and researchers. Research Design: Qualitative methods are used to observe and document a standards-setting process as it takes place and to analyze the results. Findings: The findings indicate that setting cut scores for principal leadership proficiency is a cognitively demanding but achievable process for effective implementation of carefully designed procedures. The study also provides insight regarding the influence of external factors, such as backgrounds of panelists, consideration of school contexts, and concerns about consequence during the standard-setting deliberation.
Keywords
school leadership, standard setting, cut score, proficiency standard, assessment, evaluation
Date
2013
Type
Journal article
Journal
Educational Administration Quarterly
Book
Volume
49
Issue
1
Page Range
124-160
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled