When we use test scores to make decisions, we may set "cut scores" to divide test-takers into groups.
False Positive and False Negative Classifications
For example, imagine a student takes an English test to determine which English class they should join. If the test's cut scores are accurate, the student will be correctly placed in a level-appropriate class, which matches their English ability.
However, if the cut scores are too high or too low, classification errors can happen. A "false positive" classification would place the student in a class that is too difficult for them. A "false negative" classification would place them in an English class that is too easy for them.
Both types of classification errors can cause problems. If a student is in a class that is too hard, they might get frustrated and lose motivation. If they are in a class that is too easy, they could get bored and miss chances to improve. In either case, learning is less likely to happen.
Score requirements can be adjusted to prioritize reducing false positive classifications or false negative classifications. This is done by making score requirements more stringent or more lenient. To better understand the impact of score requirement adjustments, let’s consider an English-speaking university evaluating the admission applications of international students who do not speak English as a first language.
Reducing False Positive Classifications
To reduce false positive classifications, the university would make language score requirements more stringent. In other words, they would require high language scores. This would reduce the likelihood that students who could not handle the language demands of the coursework would be admitted. For example, if a university raises language proficiency requirements to avoid admitting students who cannot handle the language demands of the coursework, it may reject students who could succeed, missing out on qualified applicants.
Reducing False Negative Classifications
To reduce false negative classifications, a university would make language score requirements more lenient. When an institution sets lower language score requirements, it can accept more international students, reducing the chances of wrongly rejecting qualified applicants. However, it also increases the risk of admitting students who may struggle with the language demands of the coursework and potentially drop out.
Whether requirements are strict or lenient, there are always trade-offs, so institutions must carefully consider which type of mistake they want to minimize when setting their standards—rejecting qualified students or admitting unprepared ones. Institutions need to decide which mistake is more important to avoid for their unique context.