I__. - International Military Testing Association

(e) Average the total responses and this becomes the
minimum cutoff score for the objective.
METHOD 2
(a) With this method, subject matter experts determine
the percentage of the students that should answer
the test item correctly. Again this is dealing
with minimum competency.
(b) An average of the percentages yields the minimum
cutoff score.
Regardless of the method used, there is never any hard and
firm criteria for what is competency and what it is not. Some
students are clearly competent based on their scores. Some
students are clearly not competent based on their scores. There
is a certain group of students that may meet the cutoff score and
not be competent. There is normally an equal number of students
that do not meet the cutoff score that are competent.
In the final analysis of the cutoff score, it comes to a
decision concerning which is the greater danger; to fail a
qualified person or to pass an unqualified person. For progress
tests, it is probably alright to pass an unqualified person. For
exit exams, particularly when safety is a factor, it is probably
better to fail a qualified person than to pass an unqualified
person.
Step Six. Validation process. Content validity has already
been established. Validating the minimum cutoff score is a process
achieved over time by administering the test and plotting the
scores. If the scores indicate that most all students are passing,
the cutoff score may be too low. This is true only if non
competent students are passing. If all the students who pass are
competent, then the cutoff score may be acceptable. If the scores
indicate that most students fail, the cutoff score may be too high.
SUMMARY
In conclusion, the process is being tested. Training has been
provided to all the sites where attrition analysis visits have been
conducted. Since the training is recent, it is difficult to assess
what impact the process has had on attrition. While attrition has
been lowered in each case, it is not possible to pin point any
specific cause. One thing we feel confident with is that this
process leads to better test validity and that the objectives are
being measured to the degree specified.
REFERENCES
Grondlund, Norman (1985). Measurement
MacMillian Publishing,-New York p. 515.
209
. .