Assessment reform
Moving from fixed passing scores to standard setting based passing scores
Bibliographic Data
INTRODUCTION: Many institutions globally use fixed passing scores for pass/fail decisions in high-stake summative assessments. We investigated the feasibility of institutional shift from a fixed passing score to a content based approach. METHODS: We collected evidence for compliance with standard procedure for implementing Angoff's method of standard setting for MCQ over 5 years in the Faculty of Internal Medicine, National Postgraduate Medical College of Nigeria. The outcomes of Angoff's method and fixed threhold based pass scores were compared. RESULTS: About 12 panelists performed ratings for MCQ involving an average of 90 candidates per examination twice a year. The procedures were consistent with guidelines for Angoff's method of standard setting. Panelists ratings clustered around 40%-60%. Compared to fixed 50% pass score, the Angoff's method was associated with higher pass scores and lower pass rates. Though a narrow range of pass scores was observed, the pass rates varied significantly over time. Internal validity metrics were within acceptable limits. Angoff's method predicted candidates' performances in OSCE and essay examination. CONCLUSIONS: Our findings confirm the feasibility of shift from traditional arbitrarily fixed pass score to content based approach. Angoff's method provides a more rigorous assessment of candidates' competence and predicted performances in different assessment methods
Computer Science · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology · Psychometric Methodologies and Testing
| Citation velocity | historical |
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| Highly cited | No |