Examining the Cut-Off Score of the English B1 Progression Exam According to Different Standard Setting Methods
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| Title: | Examining the Cut-Off Score of the English B1 Progression Exam According to Different Standard Setting Methods |
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| Language: | English |
| Authors: | Rümeysa Kaya (ORCID |
| Source: | International Journal of Assessment Tools in Education. 2025 12(1):78-92. |
| Availability: | International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Standard Setting, Cutting Scores, Exit Examinations, Academic Achievement, Correlation, State Universities, Second Language Learning, Second Language Instruction, English (Second Language), Listening Comprehension, Reading Comprehension, Vocabulary Development, Language Usage, College Students, Test Items, Item Analysis, Foreign Countries, Language Tests |
| Geographic Terms: | Turkey |
| ISSN: | 2148-7456 |
| Abstract: | In this study, the cut-off scores obtained from the Angoff, Angoff Y/N, Nedelsky and Ebel standard methods were compared with the 50 T score and the current cut-off score in various aspects. Data were collected from 448 students who took Module B1+ English Exit Exam IV and 14 experts. It was seen that while the Nedelsky method gave the lowest cut-off score, Angoff Y/N method gave the highest cut-off score. The z test was used to determine the difference between the percentages of students who were considered successful according to the methods, and all z values were found to be significant. The classification of students according to their achievement status was examined with the Cohen's Kappa test. Spearman Brown Rank Differences Correlation coefficient was calculated to examine the relationship between the MPSs of the experts according to the methods, and the highest correlation was found between the Angoff-Ebel methods. Wilcoxon test was used to examine the significance of the difference between the MPS of the methods. Because of the test, the difference between Angoff-Nedelsky, Angoff-Ebel, Angoff Y/N-Nedelsky and Nedelsky-Ebel methods was found to be significant. Among the expert decisions, it was seen that there was a moderate level of agreement in the Angoff, and a high level of agreement in the Ebel and Nedelsky methods. A significant difference was found between the current cut-off score, the 50 T score, and the percentages of students considered successful according to the methods. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463703 |
| Database: | ERIC |
| Abstract: | In this study, the cut-off scores obtained from the Angoff, Angoff Y/N, Nedelsky and Ebel standard methods were compared with the 50 T score and the current cut-off score in various aspects. Data were collected from 448 students who took Module B1+ English Exit Exam IV and 14 experts. It was seen that while the Nedelsky method gave the lowest cut-off score, Angoff Y/N method gave the highest cut-off score. The z test was used to determine the difference between the percentages of students who were considered successful according to the methods, and all z values were found to be significant. The classification of students according to their achievement status was examined with the Cohen's Kappa test. Spearman Brown Rank Differences Correlation coefficient was calculated to examine the relationship between the MPSs of the experts according to the methods, and the highest correlation was found between the Angoff-Ebel methods. Wilcoxon test was used to examine the significance of the difference between the MPS of the methods. Because of the test, the difference between Angoff-Nedelsky, Angoff-Ebel, Angoff Y/N-Nedelsky and Nedelsky-Ebel methods was found to be significant. Among the expert decisions, it was seen that there was a moderate level of agreement in the Angoff, and a high level of agreement in the Ebel and Nedelsky methods. A significant difference was found between the current cut-off score, the 50 T score, and the percentages of students considered successful according to the methods. |
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| ISSN: | 2148-7456 |
