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Substantial sums of money are invested by governments inschool testing programs and in reporting student performanceagainst standards. Standard-setting exercises are commonly used todetermine the point at which it can be said that students havedemonstrated achievement of the standard. These exercisesinvariably take place in situations where the reporting ofeducational standards has a high profile and is of politicalimportance. Often a wide number of judges are invited toparticipate and two or three different standard settingmethodologies are used. Inevitably, however, variability betweenthe judges or the methodologies causes concern. Can the public haveconfidence in the standard set if different cut-scores areproduced? Two different standard-setting methodologies have beenemployed in this study to translate descriptions of the standardsinto cut-scores. The study provides the opportunity to examine theimpact that differences in the unit of scale have on the locationof the cut-score.