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Standard Setting and Medical Students’ Assessment Dr. Sanjoy Sanyal Associate Professor – Neurosciences Medical University of the Americas  Nevis, St. Kitts-Nevis, WI [email_address]
List of topics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is Summative Assessment? ,[object Object],[object Object],[object Object],[object Object]
Reasons for Post-training Summative Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Characteristics of Good Summative Assessment Proportionate Fair Predictive validity Cost-effective Consistent Construct validity Practicable Accurate Content validity FEASIBILITY RELIABILITY** VALIDITY*
Assessment Methods Adapted from Roger Neighbour 2006
Factors Playing a Role in Recruitment of Examiners ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Selection of Standard-setting Panelists ,[object Object],[object Object],[object Object],[object Object],[object Object]
Establishing Standards – Policy Decision Deciding who should pass or fail should be a matter of policy decision rather than a statistical exercise
Why Need Standard Setting? ,[object Object],[object Object]
Pertinent Questions Regarding Standard Setting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pertinent Questions Regarding Standard Setting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Qualities of Good Standards for Assessments ,[object Object],[object Object],[object Object],[object Object],[object Object]
Educational Benefits of Standard Setting ,[object Object],[object Object]
Standards – Classification ,[object Object],[object Object]
Orthogonal Bipolar Standards
Norm-referenced Standards ,[object Object],[object Object]
Criterion-referenced Standards ,[object Object],[object Object],[object Object],[object Object]
Relative  Criterion Standard ,[object Object],[object Object],[object Object],[object Object]
Absolute  Criterion Standard ,[object Object],[object Object]
[object Object],[object Object],Compensatory Standards
[object Object],[object Object],[object Object],[object Object],[object Object],Conjunctive Standards
Standard-setting Models ,[object Object],[object Object]
Test-centered Models ,[object Object],[object Object],[object Object],[object Object]
Angoff Model ,[object Object],[object Object],[object Object]
Ebel’s Approach ,[object Object],[object Object]
Nedelsky Approach ,[object Object],[object Object]
Jaeger’s method ,[object Object],[object Object]
Examinee-centered Models ,[object Object],[object Object],[object Object]
Borderline-group method ,[object Object],[object Object]
Contrasts-by-Group approach ,[object Object],[object Object],[object Object],[object Object],[object Object]
Hofstee Method ,[object Object],[object Object]
Two Common Standard-Setting Procedures ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Modified Angoff Procedure ,[object Object],[object Object],[object Object],[object Object]
The Hofstee Method ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Hofstee Method Adapted from Roger Neighbour 2006
 
 
 
 
 
Evaluation of Standards ,[object Object],[object Object],[object Object],[object Object]
Future Perspectives ,[object Object],[object Object],[object Object],[object Object]
Future Perspectives ,[object Object],[object Object]
Conclusion ,[object Object],[object Object],[object Object]
References ,[object Object],[object Object],[object Object]

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Standard Setting In Medical Exams

  • 1. Standard Setting and Medical Students’ Assessment Dr. Sanjoy Sanyal Associate Professor – Neurosciences Medical University of the Americas Nevis, St. Kitts-Nevis, WI [email_address]
  • 2.
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  • 5. Characteristics of Good Summative Assessment Proportionate Fair Predictive validity Cost-effective Consistent Construct validity Practicable Accurate Content validity FEASIBILITY RELIABILITY** VALIDITY*
  • 6. Assessment Methods Adapted from Roger Neighbour 2006
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  • 9. Establishing Standards – Policy Decision Deciding who should pass or fail should be a matter of policy decision rather than a statistical exercise
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  • 36. The Hofstee Method Adapted from Roger Neighbour 2006
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Notes de l'éditeur

  1. *Construct validity = Convergent and Discriminant; Criterion validity = Concurrent and Predictive **Reliability: Inter-rater reliability, Internal consistency reliability; Test-retest reliability
  2. OSCE : Objective Structured Clinical Exam; Common OSCE exam formats including History Taking, Physical Examination, Consult, and Emergency Room Management Stations
  3. *Cronbach’s alpha = Internal consistency reliability; Cohen’s kappa = Inter-rater reliability
  4. SD = Standard Deviation