Each aspect of the educational system is focused on specific goals according to the outcomes-based

education approach. By the end of the learning process, each student should have succeeded in
completing their task. This learner-centered approach to education, which emphasizes what a student
should be able to do in the real world after completion, also emphasizes a clear understanding of what
information and abilities students should possess when students graduate from the educational system.
Whereas in Standards-based Education, the Standards specify what knowledge and skills students
should have at each level. Plans for teaching and learning as well as evaluations of student achievement
might be based on the Standards. Teachers should use standards to set goals, monitor performance, and
create initiatives that will support and enhance student learning. Instead of standardizing what is to be
learned, standards-based assessment should help teachers create curricula that match the requirements
of their pupils.

Given that classroom assessment methods produce valuable information to enhance and improve
teacher instruction and student learning, accountability is crucial for both student and teacher learning
as well. In regards to that, fairness is crucial to ensuring that the learner is aware of, comprehends, and
can participate in the assessment process and that the process is appropriate. The opportunity to
contest the assessment's findings and, if necessary, to have their assessment retaken is also included.
Students may receive the grade they merit or receive a grade that does not accurately represent their
knowledge and abilities depending on how fair the exam is.

Quality varies from one place to another.

Uncertain or ambiguous standards.

Standards with a disciplinary component may promote hierarchy or isolation among topic areas.

For one instructional level, there are too many standards.

Some standards might not be meaningful or worth striving towards.

Use of Item Response Theory to Validate Cyberbullying Sensibility Scale for University Students

The discrimination parameters obtained from the IRT analyzes showed that the seven-item
cyberbullying sensibility scale validated for university students was effective in distinguishing students
with low and high levels of cyberbullying sensibility. On the other hand, Aricak, Avcu, Topcu & Tutlu 26
when the IRT-based difficulty parameters were examined, it was seen that the scale provided more
accurate measurements for average-to-high-level individuals. The item removal process was conducted
based on two criteria: (a) removing items with a below-average contribution to total test information,
and (b) removing items with poor item fit statistics. As a result of the IRT analysis performed with 13
items in the original form, the fit statistics of the two items were found to be less than the p<0.05
significance level (these two items were also the items that provide the information below the average).
The IRT analyzes were repeated with the remaining eight items after dropping five items that had
provided below-average information. When the item fit statistics were examined again, it was found
that the fit values of the first item were not at an acceptable level of significance (p<0.05), and this item
was also removed from the scale. As a result of the IRT analysis carried out with the remaining seven
items, the item elimination process was terminated by acknowledging that all of the remaining items fit
well into the model.

Reference: https://files.eric.ed.gov/fulltext/EJ1249984.pdf