Standard setting lessons learned in the South African context: implications for international implementation

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Testing on 28 December 2012, available online: http://www.tandfonline.com/10.1080/15305058.2012.741085.Criterion-referenced assessments have become more common around the world, with performance standards being set to differentiate different levels of student performance. However, use of standard setting methods developed in the United States may be complicated by factors related to the political and educational contexts within another country. In this article, experience gained from conducting several standard setting studies in South Africa is shared. The legacy of the apartheid era, in which segregation and discrimination were institutionalized, affects the attitudes of South Africans toward assessment and placing students into performance levels. These issues played out as panelists were asked to make judgments related to students' likely performance in higher education. Although the instantiation of panelists' reluctance to label students may be different in South Africa compared to the United States or other countries, lessons can be learned about how the effects of these beliefs and anxieties may be addressed during standard setting activities

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1 The authors are grateful to Jennifer Vivier, Nicole Beaulieu, and Barbara Elkins for their assistance in planning for and conducting the meeting, and to Janice Lukas and Mei-Jang Lin fo