Iain M Robinson

• The Difficulty with Setting a Standard Based on Difficulty

  Open Access•Steven Ashley Burr, Daniel Zahra et al.•ARTICLE•Education Sciences•2026

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  When setting standards for high-stakes assessments, it is necessary to be clear whether the primary criterion should be importance or difficulty. While standard setting practices frequently rely on the difficulty to determine passing or failing thresholds, this can undermine the intended inferences and uses of assessments. Standard setting based on difficulty conflates importance with subjective perceptions of difficulty, misguiding decisions abo…

• Rigour in moderation processes is more important than the choice of method

  Daniel Zahra, Iain Robinson et al.•ARTICLE•Assessment & Evaluation in Higher…•2017

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  Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-ma…

• Rigour in moderation processes is more important than the choice of method

  Daniel Zahra, Iain Robinson et al.•ARTICLE•Assessment & Evaluation in Higher…•2017

  Añadir item

  Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-ma…

• The Difficulty with Setting a Standard Based on Difficulty

  Open Access•Steven Ashley Burr, Daniel Zahra et al.•ARTICLE•Education Sciences•2026

  Añadir item

  When setting standards for high-stakes assessments, it is necessary to be clear whether the primary criterion should be importance or difficulty. While standard setting practices frequently rely on the difficulty to determine passing or failing thresholds, this can undermine the intended inferences and uses of assessments. Standard setting based on difficulty conflates importance with subjective perceptions of difficulty, misguiding decisions abo…

Applied Psychology (1 obra) · Benchmarking (1 obra) · Clinical Reasoning and Diagnostic Skills (1 obra) · Competency Development and Evaluation (1 obra) · Comprehension (1 obra) · Computer Science (1 obra) · Evaluation methods (1 obra) · External validity (1 obra) · Higher education (1 obra) · Inference (1 obra)