Standard setting using programmatic thinking for small cohort performance‐based exams
Bibliographic Data
| ID | 21517710 |
|---|---|
| Authors | Katharine Reid (0000-0002-4600-8847, Australian Council for Educational Research), Jacob Pearce (0000-0003-3081-9132, Australian Council for Educational Research, corresponding author), Neville Chiavaroli (0000-0003-1488-9747, Australian Council for Educational Research) |
| Year | 2021 |
| Volume | 55 |
| Issue | 5 |
| Pages | 639-639 |
| Publication date | 2021-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 0308-0110 • E-ISSN: 1365-2923 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/medu.14516 |
| PMID | 33684966 |
| OpenAlex | W3135826239 |
| Language | EN |
| Citations received | 1 |
| References cited | 1 |
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
Citation · Library science · Computer Science · Education and Critical Thinking Development · Innovations in Medical Education · Medicine
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |