Standardsetting av læringsstøttende prøver i engelsk for Vg1
DOI:
https://doi.org/10.5617/adno.6281Keywords:
Standardsetting, Læringsstøttende prøver i engelsk, Det europeiske rammeverket,Abstract
Formålet med denne artikkelen er å beskrive framgangsmåten som ble brukt for å bestemme kuttskårer (grenser) mellom tre nivåer i Det europeiske ramme-verket for språk (A2, B1 og B2) på to læringsstøttende lytteprøver i engelsk for Vg1-elever. Målet har vært å undersøke om det er mulig å etablere enighet om kuttskårene, og om standardsetterne som deltok i arbeidet fikk tilstrekkelig opp-læring på forhånd. Videre var det et mål å se på hvilke konsekvenser kuttskårene vil få for fordeling av elever på de ulike rammeverksnivåene.
Standardsettingen ble gjennomført med utgangspunkt i pilotdata fra 3199 elever på Vg1, Cito-metoden og 16 panelmedlemmer med god kjennskap til Rammeverkets nivåer. Flere av panelmedlemmene var eller hadde vært lærere i engelsk for elever på 10. trinn eller Vg1.
Cito-metoden fungerte bra for å etablere kuttskårer som standardsetterne var forholdsvis enige om. Sluttresultatene viser at målefeilen var relativt liten. Resultatene viser større enighet om kuttskåren mellom nivåene B1 og B2 enn mellom A2 og B1, og dette kan ha en sammenheng med at det ble brukt mer tid på forberedelsesarbeid for B1 og B2.
Lærere i panelet som kjenner elevgruppa godt, mener at konsekvensen kutt-skåren har for fordeling av elever på de ulike rammeverksnivåene, stemmer med deres egen vurdering av elevenes lytteferdigheter.
Nøkkelord: standardsetting, testsentrert metode, Cito-metoden, standard, kutt-skår, vippekandidat
Standard setting for English tests for 11th grade students in Norway
Abstract
This article presents the process used to determine the cut scores between three levels of the Common European Framework of Reference for languages (A2, B1 and B2) for two English listening tests, taken by Norwegian pupils at the 11th grade. The aim was to establish whether agreement can be reached on cut scores and whether the standard setters received enough preparation before the event. Another aim was to examine the potential consequences the cut scores would have for the distribution of pupils across the different levels.
The standard setting took place using pilot data from 3199 pupils, the Cito method and 16 panel members with a good knowledge of the framework levels. Some panel members were or had been 10th or 11th grade English teachers.
The Cito method worked well for establishing cut scores with which the panel members mostly agreed. The results indicated a small margin of error. The results showed a higher level of agreement for the cut score between B1 and B2 than between A2 and B1, possibly connected to the longer preparation time dedicated to B1 and B2.
Teachers on the panel with good knowledge of the pupil base believe that the consequences these cut scores have for the distribution of pupils, correlate with their own experiences of pupils' ability.
Keywords: standard setting, test-centered method, the Cito method, standard, cut score, borderline person / minimally competent user
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