Matt Homer
Biographic Data
| ID | 5398968 |
|---|---|
| NAME | Matt Homer |
| GIVEN NAMES | Matt |
| FAMILY NAME | Homer |
| SIGNATURE | HOMER M |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0002-1161-5938 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
What drives postgraduate awarding gaps? Modelling master’s degree outcomes
There is a concern across higher education that educational outcomes vary across a range of student factors. More research is needed, particularly at postgraduate level, to better understand the key effects of various factors on student outcomes.Underpinned by Astin’s input-environment-outcome conceptual model for assessment, this paper uses student data (n > 6,000) over recent years from a single UK higher education institution and multilevel or…
Evidencing improvement in examiner calibration in OSCEs
In developing and administering OSCE-type assessments, institutions can spend significant resources training examiners and designing stations/scoring instruments in attempts to ensure that they are well-calibrated. This paper, situated in the context of a high-stakes OSCE for international medical graduates wanting to work in the national health service in the UK, employs a recently developed quantitative measure of examiner calibration to identi…
Challenging the norm
Going beyond hawks and doves – Measuring degrees of examiner misalignment in OSCEs
Background Minimising examiner differences in scoring in OSCEs is key in supporting the validity of the assessment outcomes. This is particularly true for common OSCE designs where the same station is administered across parallel circuits, with examiners nested within these. However, the common classification of extreme examiners as ‘hawks’ or ‘doves’ can be overly simplistic. Rather, it is the difference in patterns of scoring across circuits th…
Setting defensible minimum-stations-passed standards in OSCE-type assessments
Introduction Alongside the usual exam-level cut-score requirement, the use of a conjunctive minimum number of stations passed (MNSP) standard in OSCE-type assessments is common practice across some parts of the world. Typically, the MNSP is fixed in advance with little justification, and does not vary from one administration to another in a particular setting—which is not congruent to best assessment practice for high stakes examinations. In this…
Effect of station format on the psychometric properties of Multiple Mini Interviews
Response to comments on
"Response to comments on: Shining a spotlight on scoring in the OSCE: Checklists and item weighting." Medical Teacher, 43(3), pp. 365–366
Conjunctive standards in OSCEs
INTRODUCTION: Many institutions require candidates to achieve a minimum number of OSCE stations passed (MNSP) in addition to the aggregate pass mark. The stated rationale is usually that this conjunctive standard prevents excessive degrees of compensation across an assessment. However, there is a lack of consideration and discussion of this practice in the medical education literature. METHODS: We consider the motivations for the adoption of the …
Interpreting mathematics performance in Pisa
Shining a spotlight on scoring in the OSCE
Introduction: There has been a long-running debate about the validity of item-based checklist scoring of performance assessments like OSCEs. In recent years, the conception of a checklist has developed from its dichotomous inception into a more ‘key-features’ and/or chunked approach, where ‘items’ have the potential to become weighted differently, but the literature does not always reflect these broader conceptions.Methods: We consider theoretica…
Measuring determinants of post‐compulsory participation in science
Increasing post‐compulsory participation in science and science‐related subjects is seen as a key education policy priority in England and more widely. This paper uses descriptive analysis of national data to investigate the effects of science attainment at 16, gender, socio‐economic status, and school science pathway on progression into post‐16 traditional and vocational science courses in state‐funded schools in England. Comparisons are also ma…
Sources of differential participation rates in school science
School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This …
Psychometric characteristics of integrated multi-specialty examinations
Over recent years, UK medical schools have moved to more integrated summative examinations. This paper analyses data from the written assessment of undergraduate medical students to investigate two key psychometric aspects of this type of high-stakes assessment. Firstly, the strength of the relationship between examiner predictions of item performance (as required under the Ebel standard setting method employed) and actual item performance (‘faci…
A value‐added study of the impact of science curriculum reform using the National Pupil Database
This article compares the examination performance of students following General Certificate of Secondary Education Applied Science and Double Award science on a value‐added basis. It uses data from the National Pupil Database, which are analysed by a variety of methods, including multilevel modelling. It argues that the claims made within Office for Standards in Education reports on the impact of the new Applied Science course are inaccurate, and…
Sources of differential participation rates in school science
School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This …
A value‐added study of the impact of science curriculum reform using the National Pupil Database
This article compares the examination performance of students following General Certificate of Secondary Education Applied Science and Double Award science on a value‐added basis. It uses data from the National Pupil Database, which are analysed by a variety of methods, including multilevel modelling. It argues that the claims made within Office for Standards in Education reports on the impact of the new Applied Science course are inaccurate, and…
Psychometric characteristics of integrated multi-specialty examinations
Over recent years, UK medical schools have moved to more integrated summative examinations. This paper analyses data from the written assessment of undergraduate medical students to investigate two key psychometric aspects of this type of high-stakes assessment. Firstly, the strength of the relationship between examiner predictions of item performance (as required under the Ebel standard setting method employed) and actual item performance (‘faci…
Sources of differential participation rates in school science
School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This …
Measuring determinants of post‐compulsory participation in science
Increasing post‐compulsory participation in science and science‐related subjects is seen as a key education policy priority in England and more widely. This paper uses descriptive analysis of national data to investigate the effects of science attainment at 16, gender, socio‐economic status, and school science pathway on progression into post‐16 traditional and vocational science courses in state‐funded schools in England. Comparisons are also ma…
Interpreting mathematics performance in Pisa
Shining a spotlight on scoring in the OSCE
Introduction: There has been a long-running debate about the validity of item-based checklist scoring of performance assessments like OSCEs. In recent years, the conception of a checklist has developed from its dichotomous inception into a more ‘key-features’ and/or chunked approach, where ‘items’ have the potential to become weighted differently, but the literature does not always reflect these broader conceptions.Methods: We consider theoretica…
Response to comments on
"Response to comments on: Shining a spotlight on scoring in the OSCE: Checklists and item weighting." Medical Teacher, 43(3), pp. 365–366
Conjunctive standards in OSCEs
INTRODUCTION: Many institutions require candidates to achieve a minimum number of OSCE stations passed (MNSP) in addition to the aggregate pass mark. The stated rationale is usually that this conjunctive standard prevents excessive degrees of compensation across an assessment. However, there is a lack of consideration and discussion of this practice in the medical education literature. METHODS: We consider the motivations for the adoption of the …
Effect of station format on the psychometric properties of Multiple Mini Interviews
Setting defensible minimum-stations-passed standards in OSCE-type assessments
Introduction Alongside the usual exam-level cut-score requirement, the use of a conjunctive minimum number of stations passed (MNSP) standard in OSCE-type assessments is common practice across some parts of the world. Typically, the MNSP is fixed in advance with little justification, and does not vary from one administration to another in a particular setting—which is not congruent to best assessment practice for high stakes examinations. In this…
Challenging the norm
Going beyond hawks and doves – Measuring degrees of examiner misalignment in OSCEs
Background Minimising examiner differences in scoring in OSCEs is key in supporting the validity of the assessment outcomes. This is particularly true for common OSCE designs where the same station is administered across parallel circuits, with examiners nested within these. However, the common classification of extreme examiners as ‘hawks’ or ‘doves’ can be overly simplistic. Rather, it is the difference in patterns of scoring across circuits th…
What drives postgraduate awarding gaps? Modelling master’s degree outcomes
There is a concern across higher education that educational outcomes vary across a range of student factors. More research is needed, particularly at postgraduate level, to better understand the key effects of various factors on student outcomes.Underpinned by Astin’s input-environment-outcome conceptual model for assessment, this paper uses student data (n > 6,000) over recent years from a single UK higher education institution and multilevel or…
Evidencing improvement in examiner calibration in OSCEs
In developing and administering OSCE-type assessments, institutions can spend significant resources training examiners and designing stations/scoring instruments in attempts to ensure that they are well-calibrated. This paper, situated in the context of a high-stakes OSCE for international medical graduates wanting to work in the national health service in the UK, employs a recently developed quantitative measure of examiner calibration to identi…
Psychology (10 works) · Innovations in Medical Education (7 works) · Medical Education and Admissions (7 works) · Mathematics (6 works) · Statistics (6 works) · Computer Science (5 works) · Mathematics education (5 works) · Medicine (4 works) · Psychometric Methodologies and Testing (4 works) · Applied Psychology (3 works)