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Standard Setting and Medical Studentsā€™ Assessment Dr. Sanjoy Sanyal Associate Professor ā€“ 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 ā€“ 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 ā€“ 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]
Ebelā€™s Approach ,[object Object],[object Object]
Nedelsky Approach ,[object Object],[object Object]
Jaegerā€™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
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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 Studentsā€™ Assessment Dr. Sanjoy Sanyal Associate Professor ā€“ Neurosciences Medical University of the Americas Nevis, St. Kitts-Nevis, WI [email_address]
  • 2.
  • 3.
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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
  • 7.
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  • 9. Establishing Standards ā€“ Policy Decision Deciding who should pass or fail should be a matter of policy decision rather than a statistical exercise
  • 10.
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  • 36. The Hofstee Method Adapted from Roger Neighbour 2006
  • 37. Ā 
  • 38. Ā 
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  • 40. Ā 
  • 41. Ā 
  • 42.
  • 43.
  • 44.
  • 45.
  • 46.

Editor's Notes

  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. *Cronbachā€™s alpha = Internal consistency reliability; Cohenā€™s kappa = Inter-rater reliability
  4. SD = Standard Deviation