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Abstract

As research on standard setting has been concerned with cut score variability and reliability, issues regarding the validity of decisions based upon proficiency test applications have received relatively little attention. This study addressed the validity of using proficiency test scores to make specific educational decisions, Ninth grade mathematics proficiency test scores are analyzed in both continuous and categorized form. The relationship of the proficiency scores and student mathematics achievement was investigated for each condition, and implications for the validity of interpreting the scores are discussed. The nature of the decisions to be made is examined as a factor in determining the categorization technique.

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The Validity of Categorized Proficiency Test Scores

Abstract

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