Katharine Reid
Biographic Data
| ID | 9558242 |
|---|---|
| NAME | Katharine Reid |
| GIVEN NAMES | Katharine |
| FAMILY NAME | Reid |
| SIGNATURE | REID K |
| AFFILIATIONS | Australian Council for Educational Research |
| ORCID | 0000-0002-4600-8847 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The effectiveness of interventions designed to enhance and maintain medical student wellbeing
When I say … assessment burden
High‐quality assessment might elicit feelings of burden, but has significant utility in guiding learning and maintaining professional standards
It is still about validity
Reid et al. respond to recent challenges to reliability norms in assessment by reinforcing the primacy of validity and reflecting on test length, assessment burden and implications for culture change
Standard setting using programmatic thinking for small cohort performance‐based exams
Setting standards for determining competent performance on examinations is well-established in medical education. Establishing a conceptual boundary that differentiates competent from non-competent testtakers typically involves either expert judgement based on test item characteristics (e.g. Angoff), or an empirical process based on examinee performance (e.g. Borderline regression). 1 Standard-setting
Incorporating aspects of programmatic assessment into examinations
CONTEXT: A programmatic approach to assessment entails gathering and aggregating 'rich information' on candidates to inform progress decisions. However, there is little guidance on how such an approach might be implemented in practice. OBJECTIVE: We describe an approach to aggregating rich information across assessment formats to inform committee decision-making in a specialist medical college. METHODS: Each item (n = 272) for every examination w…
Taking OSCE examiner training on the road
The OSCE Roadshow demonstrated the potential of brief familiarisation training in reaching large numbers of current and potential OSCE examiners in a time and cost-effective manner to promote standardisation of OSCE processes
No prominent works on this page.
Taking OSCE examiner training on the road
The OSCE Roadshow demonstrated the potential of brief familiarisation training in reaching large numbers of current and potential OSCE examiners in a time and cost-effective manner to promote standardisation of OSCE processes
Standard setting using programmatic thinking for small cohort performance‐based exams
Setting standards for determining competent performance on examinations is well-established in medical education. Establishing a conceptual boundary that differentiates competent from non-competent testtakers typically involves either expert judgement based on test item characteristics (e.g. Angoff), or an empirical process based on examinee performance (e.g. Borderline regression). 1 Standard-setting
Incorporating aspects of programmatic assessment into examinations
CONTEXT: A programmatic approach to assessment entails gathering and aggregating 'rich information' on candidates to inform progress decisions. However, there is little guidance on how such an approach might be implemented in practice. OBJECTIVE: We describe an approach to aggregating rich information across assessment formats to inform committee decision-making in a specialist medical college. METHODS: Each item (n = 272) for every examination w…
When I say … assessment burden
High‐quality assessment might elicit feelings of burden, but has significant utility in guiding learning and maintaining professional standards
It is still about validity
Reid et al. respond to recent challenges to reliability norms in assessment by reinforcing the primacy of validity and reflecting on test length, assessment burden and implications for culture change
The effectiveness of interventions designed to enhance and maintain medical student wellbeing
Innovations in Medical Education (4 works) · Medicine (4 works) · Computer Science (3 works) · Medical education (3 works) · Psychology (3 works) · Clinical Reasoning and Diagnostic Skills (2 works) · MEDLINE (2 works) · Radiology practices and education (2 works) · Student Assessment and Feedback (2 works) · Citation (1 work)