Standard Setting: A Systematic Approach to Interpreting Student Learning

Standards were set on three technology tests at James Madison University. The standard setting process elicited active discussion among faculty as they debated the technology knowledge and skills students need to succeed in their subsequent college courses. The standards which emerged were challenging. While only about 30% of incoming freshmen could meet the standards set, an additional 50-60% learned the skills by the end of the year. Recommendations are provided for standard setting in a general education context.