Iain M Robinson
Biographic Data
| ID | 9103469 |
|---|---|
| NAME | Iain M Robinson |
| GIVEN NAMES | Iain M |
| FAMILY NAME | Robinson |
| SIGNATURE | ROBINSON I M |
| AFFILIATIONS | University of Plymouth |
| ORCID | 0000-0003-3770-9710 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Difficulty with Setting a Standard Based on Difficulty
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
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…
No prominent works on this page.
Rigour in moderation processes is more important than the choice of method
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
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 work) · Benchmarking (1 work) · Clinical Reasoning and Diagnostic Skills (1 work) · Competency Development and Evaluation (1 work) · Comprehension (1 work) · Computer Science (1 work) · Evaluation methods (1 work) · External validity (1 work) · Higher education (1 work) · Inference (1 work)