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Examining Rounding Rules in Angoff-Type Standard-Setting Methods

机译：检查Angoff类型标准设置方法中的舍入规则

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摘要

This study investigates how different rounding rules and ways of providing Angoff standard-setting judgments affect cut-scores. A simulation design based on data from the National Assessment of Education Progress was used to investigate how rounding judgments to the nearest whole number (e.g., 0, 1, 2, etc.), nearest 0.05, or nearest two decimal places for individual items or clusters of items affected cut-scores for individual panelists and a group of panelists across four different pools of items. For the simulated ratings from a group of panelists, the recovery of the cut-scores was examined using the mean and the median. Results showed that rounding to nearest whole number had the potential to produce fairly large statistical biases in cut-score estimates. Biases were less when judgments were simulated across cluster of items. The largest biases were found at the advanced cut-score, but the greatest potential changes in the percentage of students that would be above the cut-score were found for the basic cut-score. Rounding to the nearest 0.05 or nearest two decimals places did not have a large impact on cut-score estimates and had little effect on the percentage of students above the cut-score. Implications for policy and future standard-setting practices are provided.
机译：这项研究调查了不同的取整规则和提供Angoff标准制定判断的方式如何影响得分。使用基于《国家教育进展评估》中数据的模拟设计来调查如何将判断四舍五入到最接近的整数（例如0、1、2等），最接近的0.05或最接近的小数点后两位或小数点后两位。几类项目影响了各个小组成员和小组成员在四个不同项目池中的得分。对于一组小组成员的模拟评分，使用平均值和中位数检查了得分的恢复。结果表明，四舍五入到最接近的整数可能会在得分评估中产生较大的统计偏差。跨项目集群模拟判断时，偏差较小。基本分数最高的偏差存在于高级分数中，但高于分数的学生百分比变化最大。四舍五入到最接近的0.05或最接近的两位小数对分数的估计值影响不大，对分数超出分数的学生的百分比影响很小。提供了对政策和未来标准制定实践的启示。

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