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Setting standards: Fitting form to function

This paper explores some issues concerning the representation and application of standards.The term ‘,standard’, has a variety of meanings, with different consequences for practice. A key distinction is ‘,content standards’, versus ‘,performance standards’,.Another distinction is a ‘,range of standards’, versus a ‘,targeted or expected standard’,. Standards can be represented by cut-scores or ordered categories (or a combination of these). The traditional psychometric approach sees standard setting as an empirical exercise dependent on the assessed cohort performance, the emergent decision-based assessment approach sees standard setting as a judgement process dependent on prior description and example. Also, standards representing comparative performance on a particular task or course can be different from standards representing developmental improvement over time. Clearly, standards need to be represented differently for different purposes—,form fitted to function. There is also a need to invent new ways of representing and managing standards that fit a personalised approach to learning.

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