Principles of standard setting

  1. Baird, J.-A. (2007). Alternative conceptions of comparability. In Newton, P., Baird, J.-A., Goldstein, H., Patrick, H. & Tymms, P. (Eds.). Techniques for monitoring the comparability of examination standards (pp. 124-165). Qualifications and Curriculum Authority.
  2. Baird, J. Cresswell, M., Newton P. (2000). Would the real gold standard please step forward? Research Papers in Education, 15(2), 213-229.
  3. Baird, J. & Dhillon, D. (2005). Qualitative expert judgements on examination standards: valid, but inexact. AQA Centre for Education Research and Policy.
  4. Baird, J. & Scharaschkin, A. (2002). Is the whole worth more than the sum of the parts? Studies of examiners’ grading of individual papers and candidates’ whole A-level examination performances. British Educational Research Journal, 28(2), 143-162.
  5. Cresswell, M. J. (2000). The role of public examinations in defining and monitoring standards. In H. Goldstein & A. Heath (Eds.), Educational Standards (pp. 69-104). Oxford: Oxford University Press for the British Academy.
  6. Eason, S. (2008). Using candidate-level GCSE results to inform on expected GCE grade distributions. AQA Centre for Education Research and Policy.
  7. Good, F.J. & Cresswell, M. J. (1988). Grade awarding judgements in differentiated examinations. British Educational Research Journal, 14, 263-281.
  8. Impara, J.C. & Plake, B.S. (1998). Teachers’ ability to estimate item difficulty: A test of the assumptions of the Angoff standard setting method. Journal of Educational Measurement, 35, 69-81.
  9. Newton, P. (1997). Examining Standards over time. Research Papers in Education 12(3), 227-248.
  10. Scharaschkin, A. & Baird, J. (2000). The effects of consistency of performance on A level examiners’ judgement of standards. British Educational Research Journal, 26(3), 343-357.