1. English Language Development Assessment (ELDA)
Vertically Moderated Standard Setting
You are the Articulation Committee. Your task over the next two days is to take the twelve sets of recommendations made by the four committees meeting the last four days and turn them into a set of coordinated recommendations that fit together across grades and tests. This process is sometimes referred to as Vertically Moderated Standard Setting. Its goal is to derive a final set of cut score recommendations that looks reasonable when viewed across the span of grades.

2. Purpose Order standards across grade levels Smooth bumps
Create ordered sequence of expectations
You have agreed to stay for an extra two days to review all the recommendations from the four committees that met from Monday morning through this morning, to smooth out any bumps there might be from grades 3-5 to grades We will examine each cut score in the context of all other cut scores.
More importantly, we will examine each cut score in the context of the contents of the tests and the PLDs. When we leave here on Saturday, we will have developed a set of recommendations that establish an ordered sequence of expectations of students at the five performance levels across the three grade spans. You should be comfortable with these recommendations and I want to make sure they make sense to you in terms of percentages of students in various levels across the grade spans and in terms of the definitions of those levels.

3. Goals Make sense of ranges of cut scores
Adjust cut scores to increase face validity
Consider “global” standard
Our goals are:
To make sense of ranges of cut scores. Each committee (except Speaking, which examined all three grade spans) focused on a single grade span. The members of the 3-5 committee did not know what the members of the 6-8 committee were doing, and neither knew what the members of the 9-12 committee were doing. You have access to all sets of recommendations and all data.
To adjust cut scores to increase face validity. You may find that 3-5 and 9-12, for example set cut scores that make 6-8 seem out of line. You will have an opportunity to recommend an adjustment in one or more cut scores for grades Or you may find that there is a reasonable expectation moving from 3-5 to 6-8 but that there is a reversal at There are all sorts of possibilities. You will examine all the recommendations and adjust any that seem out of line, in relation to the standards at other grade spans, in terms of percentages of students in the various levels, and in terms of the overall sense of what is expected of a student at a given level in a given grade span.
To consider a “global” standard. The ELDA includes a score called Comprehension, which is a composite of Listening and Reading. We did not set Comprehension cut scores during the first part of the week. This group will develop a set of rules for that. Similarly, you will create a set of rules to derive a set of cut scores for an overall Composite score that includes all four components of the tests.

4. Things to Consider Distributions of students by grade and level
Scale scores
Match to classroom teacher judgments
Here’s what we will consider as we examine the various cut score recommendations:
Distributions of students by grade and level - You will see tables showing how many students would be classified at Levels 1, 2, 3, 4, and 5, given the current set of recommendations for all three levels for all four tests. Do these percentages make sense, both intrinsically and in relationship to other sets of percentages?
Scale scores - the various grade spans have been developed with overlapping items to permit a single score scale that runs from grade 3 to grade 12. Looking at the cut scores moving up the grades, is there a consistent forward motion to the cut scores? Is there an increasing expectation for students at higher grade levels?
Match to classroom teacher judgments - The teachers who administered the tests last spring also rated their students, from 1 to 5, using a rating scale similar to the PLDs we have used this week. Do the current cut scores make sense when we compare our percentages of students in the five levels with the percentages indicated by classroom teachers?

5. Activities Review results of 2 rounds of standard setting
View tables and graphs
Consider smoothing methods
Recommend final cuts
Consider “global” cut scores
We have divided the work of this committee into five activities:
Review results of 2 rounds of standard setting - You will take one test at a time; e.g., Listening, and see how the recommended cut scores for each performance level move across the grade spans.
View tables and graphs - You will have access to all the data the individual committees reviewed as they made their recommendations. You will consider their recommendations in relation to these data to make sure they make sense to you.
Consider smoothing methods - We have many ways to smooth the recommendations, or change one or more cut scores. We can look just at the scale scores corresponding to each cut and make sure they move up steadily across grade spans. We can look at percentages of students in each of the five performance levels by grade span. We can look at the contents of the tests and PLDs and modify cut scores to bring them more into line with our collective understanding of those definitions. Or we can use a combination of these approaches.
Recommend final cuts - We will affirm or modify each of the four cuts for each of the 12 tests, 48 cut scores in all. We will do this by show of hands, cut score by cut score. A simple majority will carry each final cut score recommendation.
Consider global cut scores - As I mentioned earlier, you will create a set of rules to define cut scores for Comprehension and a total Composite. We will provide forms and other aids to make your task as simple as possible.

6. Cut Scores Across Grade Spans
Listening
Reading
Speaking
Writing
Let’s look at the cut scores in Rasch scale score terms across the three grade spans (3-5, 6-8, and 9-12) for all four tests. The next four charts show how these cut scores line up.

7. Here we see the cut scores for Listening
Here we see the cut scores for Listening. All four lines move up from left to right in a fairly orderly fashion. This means that the cut scores for a given level (Beginner, Intermediate, etc.) go up from grade span to grade span, indicating that we expect more of an Intermediate student at grades 9-12, for example, than we do from an Intermediate student at grades 3-5 or Part of this difference in expectations is due to normal maturation, and part of it is due to differences in the complexity of tasks facing high school students relative to those facing elementary or middle school students.

8. Here we see a similar pattern for Reading
Here we see a similar pattern for Reading. The cut scores move up fairly steadily from one grade span to the next and certainly from one performance level to the next.

9. Similarly, we see relatively steady advancement in cut scores from one grade span to the next. We do see, however, a flat line for Intermediate, indicating that the cut score for grades 3-5 is about the same as for grades 6-8 and grades We will want to talk about why this line is so flat. Two of the other lines, for Advanced and FEP, change rates. Advanced moves up fairly quickly from 3-5 to 6-8 and then flattens out, showing that we don’t expect much more from high school students at the Advanced level than we do of middle school students. For FEP, however, we rapidly accelerate our expectations of high school students, relative to middle school students, as shown by the sharp incline in the FEP line from 6-8 to 9-12, relative to its slope from 3-5 to We will talk about this when we get to the Speaking test.

10. Finally, there is the Writing test
Finally, there is the Writing test. Notice that all four of these lines dip down from 3-5 to 6-8 but then go back up again from 6-8 to The Rasch scale cut scores for grades 3-5 are consistently higher, at every performance level, than those for grades 6-8, and frequently higher than those for Only Advanced shows a higher expectation for high school students than for elementary students. We think there may be a scaling issue at work here, but we will examine that and other issues very carefully when we get to the Writing test.