Incorporating Stakeholders in Standard Setting

What’s at Stake?

Authors

  • Darryl M. Hunter Planning and Evaluation Branch, Saskatchewan & Department of Education, Regina, Saskatchewan
  • Trevor J. Gambell Department of Curriculum Studies, College of Education, University of Saskatchewan Saskatoon, Saskatchewan

DOI:

https://doi.org/10.3138/cjpe.0015.006

Abstract

In this article, we discuss the roles played by participants and the processes involved in a provincial educational standardssetting exercise for a large-scale assessment of student skills. The perspectives offered are those of a policy maker outside the exercise and of an insider participant who describes his experience of the standard-setting exercise from within. A number of issues involved in selecting delegates, in empanelling stakeholder representatives, and in designing standard-setting exercises are considered. Panelists are characterized as anonymous jurors rather than as subject-matter experts. An exercise will reconcile competing organizational and social values when defining standards as points for educational decision making. We conclude by describing alternate notions of representativeness, stakes, and significance.

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Published

2001-01-21

How to Cite

Hunter, D. M., & Gambell, T. J. (2001). Incorporating Stakeholders in Standard Setting: What’s at Stake?. Canadian Journal of Program Evaluation, 15(3), 83–109. https://doi.org/10.3138/cjpe.0015.006

Issue

Vol. 15 No. 3 (2001): Special Issue

Section

Articles

License

Copyright (c) 2001 Darryl M. Hunter, Trevor J. Gambell

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