Examining the cut-off score of the English B1 progression exam according to different standard setting methods

Rümeysa Kaya; Bayram Çetin

Article Details

Examining the cut-off score of the English B1 progression exam according to different standard setting methods

Authors:

Rümeysa Kaya | Bayram Çetin

Publisher:

İzzet KARA

Main Topics:

Setting Standards and Norms

Journal:

International Journal of Assessment Tools in Education Vol.12 Issue 1, pp.78-92

Document Type:

Article

Publication Date:

2/2025

Document Language:

English

Document ID (Org No.):

2001331410

pISSN:

2148-7456

Keywords:

Abstract:

 In this study, the cut-off scores obtained from the Angoff, Angoff YN, 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 YN 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 Cohens 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 YN-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.

 In this study, the cut-off scores obtained from the Angoff, Angoff YN, 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 YN 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 Cohens 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 YN-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.

 In this study, the cut-off scores obtained from the Angoff, Angoff YN, 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 YN 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 Cohens 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 YN-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.

 In this study, the cut-off scores obtained from the Angoff, Angoff YN, 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 YN 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 Cohens 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 YN-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.

Article Details

Examining the cut-off score of the English B1 progression exam according to different standard setting methods

Authors:

Rümeysa Kaya | Bayram Çetin

Publisher:

İzzet KARA

Main Topics:

Setting Standards and Norms

Journal:

International Journal of Assessment Tools in Education Vol.12 Issue 1, pp.78-92

Document Type:

Article

Publication Date:

2/2025

Document Language:

English

Document ID (Org No.):

2001331410

pISSN:

2148-7456

Angoff

Angoff Y/N

Nedelsky

EbelAngoff

Angoff Y/N

Nedelsky

Ebel

Issues

Article Details

Authors: Rümeysa Kaya | Bayram Çetin

Publisher: İzzet KARA

Main Topics: Setting Standards and Norms

Journal: International Journal of Assessment Tools in Education Vol.12 Issue 1, pp.78-92

Document Type: Article

Publication Date: 2/2025

Document Language: English

Document ID (Org No.): 2001331410

pISSN: 2148-7456

Issues

Authors:

Rümeysa Kaya | Bayram Çetin

Publisher:

İzzet KARA

Main Topics:

Setting Standards and Norms

Journal:

International Journal of Assessment Tools in Education Vol.12 Issue 1, pp.78-92

Document Type:

Article

Publication Date:

2/2025

Document Language:

English

Document ID (Org No.):

2001331410

pISSN:

2148-7456