A COMPARISON OF JUGEMENTALAND NON-JUDGEMENTAL METHODS OF STANDARD SETTING FOR PHYSICS ACHIEVEMENT TEST USING ONE-MEMBER SUB PANELS IN SECONDARY SCHOOLS IN OYO STATE, NIGERIA
Abstract
Standard setting is the process of determining passing scores, or cut
scores, or performance standards for a given psychological measure.
Developers and users of psychological measures in Nigeria seem not to
bother about formal standard setting practices. This study was designed
to compare a non judgemental method of standard setting (Cohen
method) with two judgemental methods (Borderline group method, and
an Angoff/Borderline compromise method) working with one-member
sub panels in Secondary schools in Oyo state, Nigeria. The survey
research, from a population of all secondary schools in
Oyo sate, sampled 438 Senior Secondary Two (SS2) students, with their Physics
teachers purposively sampled from I I public secondary schools in
three local government areas of Gyo state. Four instruments were constructed,
validated and used for data collection. Data were analyzed using
descriptive statistics (minimum scores, maximum scores, mean scores
and standard deviation), Item Difficulty, and one way ANOVA. Findings
revealed that the three methods produced reasonable and useful cut
scores, although the Borderline Group Method produced unstable
individual cut scores with smaller sample sizes. On the grounds of the
findings, it was recommended that the Cohen 60 method,
Angoff/Borderline Group Method or Borderline Group Method should be
adopted by testing organizations and teachers in setting cut scores for
grading their candidates'/students' test.
lnimfon A. Antia, & Juliana F. Udoudoh
A COMPARISON OF JUGEMENTALAND NON-JUDGEMENTAL METHODS OF STANDARD SETTING FOR PHYSICS ACHIEVEMENT TEST USING ONE-MEMBER SUB PANELS IN SECONDARY SCHOOLS IN OYO STATE, NIGERIA
Abstract Standard setting is the process of determining passing scores, or cut scores, or performance standards for a given psychological measure. Developers and users of psychological measures in Nigeria seem not to bother about formal standard setting practices. This study was designed to compare a non judgemental method of standard setting (Cohen method) with two judgemental methods (Borderline group method, and an Angoff/Borderline compromise method) working with one-member sub panels in Secondary schools in Oyo state, Nigeria. The survey research, from a population of all secondary schools in Oyo sate, sampled 438 Senior Secondary Two (SS2) students, with their Physics teachers purposively sampled from I I public secondary schools in three local government areas of Gyo state. Four instruments were constructed, validated and used for data collection. Data were analyzed using descriptive statistics (minimum scores, maximum scores, mean scores and standard deviation), Item Difficulty, and one way ANOVA. Findings revealed that the three methods produced reasonable and useful cut scores, although the Borderline Group Method produced unstable individual cut scores with smaller sample sizes. On the grounds of the findings, it was recommended that the Cohen 60 method, Angoff/Borderline Group Method or Borderline Group Method should be adopted by testing organizations and teachers in setting cut scores for grading their candidates'/students' test.