Handbook For The Development Of Performance Standards

Title I of the Improving America's Schools Act (IASA) of 1994 provides funds for schools with large concentrations of children from low-income families. A fundamental requirement is that children served by Title I funds must be educated according to the same academic standards as all other students. This handbook focuses on methods for developing performance standards in the aligned system of standards and assessments required by IASA Title I. The handbook aims to capture the best of current practice, without relying solely on the published literature, by drawing on the experiences of educators and recent research. The first section (chapters 1-4) defines performance standards in the context of an aligned education system and provides advice for developing a system of performance standards. Chapters introduce the idea of performance standards as a system, provide background about Title I legislation, and define terms related to performance standards. The second section (chapters 5-8) contains several state stories about initiating and developing performance standards and standards-based assessment programs. Chapters focus on Colorado, Maryland, Oregon, and Wyoming. The third section (chapters 9-10) contains the work of nationally recognized researchers in the field of assessment. Chapter 9, "Creating Descriptions of Desired Student Achievement When Setting Performance Standards" by Craig N. Mills and Richard M. Jaeger, describes a method for developing performance standards. Chapter 10, "Setting Performance Standards on Achievement Tests: Meeting the Requirements of Title I" by Ronald K. Hambleton, synthesizes research related to cutting scores. Most chapters contain references. Four appendixes present the instruments. (Contains 16 figures and 4 tables.) (SLD)

Title I of the Improving America's Schools Act (IASA) of 1994 provides funds for schools with large concentrations of children from low-income families. A fundamental requirement is that children served by Title I funds must be educated according to the same academic standards as all other students. This handbook focuses on methods for developing performance standards in the aligned system of standards and assessments required by IASA Title I. The handbook aims to capture the best of current practice, without relying solely on the published literature, by drawing on the experiences of educators and recent research. The first section (chapters 1-4) defines performance standards in the context of an aligned education system and provides advice for developing a system of performance standards. Chapters introduce the idea of performance standards as a system, provide background about Title I legislation, and define terms related to performance standards. The second section (chapters 5-8) contains several state stories about initiating and developing performance standards and standards-based assessment programs. Chapters focus on Colorado, Maryland, Oregon, and Wyoming. The third section (chapters 9-10) contains the work of nationally recognized researchers in the field of assessment. Chapter 9, "Creating Descriptions of Desired Student Achievement When Setting Performance Standards" by Craig N. Mills and Richard M. Jaeger, describes a method for developing performance standards. Chapter 10, "Setting Performance Standards on Achievement Tests: Meeting the Requirements of Title I" by Ronald K. Hambleton, synthesizes research related to cutting scores. Most chapters contain references. Four appendixes present the instruments. (Contains 16 figures and 4 tables.) (SLD)

In this radically updated new edition Michael Armstrong looks at the results of major research in this area. He considers how evidence-based material informs understanding of the position performance management has reached and provides practical guidance on how this evidence can be interpreted and applied. Armstrong's Handbook of Performance Management includes 9 brand new chapters covering important developments in this area including: critiques of performance management; coaching; new performance management models and a performance management toolkit. Additional online resources are provided for both lecturers and students.

Setting standards of performance is a ubiquitous task in education licensure, certification, and credentialling. It is found in elementary schooling, the professions, commercial applications, and governmental and private organizations. It is one of the most complex, controversial, and vexing issues facing specialists and policy makers today. This second edition solidifies Setting Performance Standards as the only book providing a comprehensive profile of both the issues and the "how-to" methods that define this thorny field. Four chapters have been removed; 11 chapters have been added; 2 chapters have major revisions; and all chapters have been updated. Comprehensive – Part I provides a conceptual overview of standard setting and its overarching issues; Part II provides practical (how-to) information on the newest standard setting methods; Part III provides information and advice on persistent and potential challenges in standard setting. Practical – Part II (the heart of the book) reviews 16 of the newest standard setting methods, far more than any other book. Expertise – Most of the well-known authors from the 1st edition return, with authors of equal stature contributing new chapters.

This book provides a unifying structure for the activities that fall under the process typically called "standard setting" on tests of proficiency. Standard setting refers to the methodology used to identify performance standards on tests of proficiency. The results from standard setting studies are critical for supporting the use of many types of tests. The process is frequently applied to educational, psychological, licensure/certification, and other types of tests and examination systems. The literature on procedures for standard setting is extensive, but the methodology for standard setting has evolved in a haphazard way over many decades without a unifying theory to support the evaluation of the methods and the validation of inferences made from the standards. This text provides a framework for going beyond specific standard setting methods to gain an understanding of the goals for the methods and how to evaluate whether the goals have been achieved. The unifying structure provided in this text considers policy that calls for the existence of performance standards, the relationship of proficiency test design to the policy, and tasks assigned to subject matter experts to help them convert the policy to estimates of locations on the reporting score scale for the test. Guidance is provided for how to connect the psychometric aspects of the standard setting process to the intentions of policy makers as expressed in policy statements. Further, the structure is used support validity arguments for inferences made when using standards. Examples are provided to show how the unifying structure can be used to evaluate and improve standard setting methodology.

Performance management is about directing and supporting employees to work as effectively and efficiently as possible in line with the needs of the organisation. We achieve effective performance management through a variety of tools and interventions at different levels in the organisation. These may include: strategic planning the definition of organisational goals, priorities and values the identification and application of appropriate performance goals and measures for the organisation, for key processes, for functions, and for individual employees appraisal personal development planning learning and development activities various forms of performance-related payThis book aims to help managers by developing a co-ordinated model of performance management that reflects both corporate objectives and key organisational interdependencies. The book is constructed to reflect the process that must underpin strategic performance management.