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In test‐centered standard‐setting methods, borderline performance can be represented by many different profiles of strengths and weaknesses. As a result, asking panelists to estimate item or test performance for a hypothetical group study of borderline examinees, or a typical borderline examinee, may be an extremely difficult task and one that can lead to questionable results in setting cut scores. In this study, data collected from a previous standard‐setting study are used to deduce panelists' conceptions of profiles of borderline performance. These profiles are then used to predict cut scores on a test of algebra readiness. The results indicate that these profiles can predict a very wide range of cut scores both within and between panelists. Modifications are proposed to existing training procedures for test‐centered methods that can account for the variation in borderline profiles. [ABSTRACT FROM AUTHOR]

This 2006 NCME Career Award Address presents observations made over a career in the field of standard setting, summarizes the status of current research, and makes recommendations for future research. [ABSTRACT FROM AUTHOR]