THE PERFORMANCE DOMAIN AND THE STRUCTURE OF THE DECISION SPACE

The purpose of this article is to provide a framework for the set of a rticles in this special issue comparing the utility of three standard- setting methods with complex performance assessments. The article begi ns with a description of the context for the standard-setting study, a certification program for identifying highly accomplished teachers in early adolescence/English language arts. A brief discussion of standa rd setting with complex performance assessments follows. The three exp erimental standard-setting methods used in this comparative study are then outlined. Next, the assessment context that formed the basis for the comparative study of the utility of these three methods is present ed. The article concludes with a section delineating some of the crite ria used to compare the utility of the three experimental standard-set ting methods.