Determining intra-standard-setter inconsistency in the Angoff method using the three-parameter item response theory.

Objectives: To measure intra-standard-setter variability and assess the variations between the pass marks obtained from Angoff ratings, guided by the latent trait theory as the theoretical model.

Methods: A non-experimental cross-sectional study was conducted to achieve the purpose of the study. Two knowledge-based tests were administered to 358 final-year medical students (223 females and 135 males) as part of their normal summative programme of assessments.

Twelve tips to aid interpretation of post-assessment psychometric reports.

Post-assessments psychometric reports are a vital component of the assessment cycle to ensure that assessments are reliable, valid and fair to make appropriate pass-fail decisions. Students' scores can be summarised by examination of frequency distributions, central tendency measures and dispersion measures. Item discrimination indicies to assess the quality of items, and distractors that differentiate between students achieving or not achieving the learning outcomes are key.

Psychometrics for physicians: everything a clinician needs to know about assessments in medical education.

Assessments in medical education, with consequent decisions about performance and competence, have both a profound and far-reaching impact on students and their future careers. Physicians who make decisions about students must be confident that these decisions are based on objective, valid and reliable evidence and are thus fair. An increasing use of psychometrics has aimed to minimise measurement bias as a major threat to fairness in testing.

Feedback to support examiners' understanding of the standard-setting process and the performance of students: AMEE Guide No. 145.

The ratings that judges or examiners use for determining pass marks and students' performance on OSCEs serve a number of essential functions in medical education assessment, and their validity is a pivotal issue. However, some types of errors often occur in ratings that require special efforts to minimise. Rater characteristics (e.

Using the Many-Facet Rasch Model to analyse and evaluate the quality of objective structured clinical examination: a non-experimental cross-sectional design.

Objectives: Sources of bias, such as the examiners, domains and stations, can influence the student marks in objective structured clinical examination (OSCE). This study describes the extent to which the facets modelled in an OSCE can contribute to scoring variance and how they fit into a Many-Facet Rasch Model (MFRM) of OSCE performance. A further objective is to identify the functioning of the rating scale used.

The foundations of measurement and assessment in medical education.

As a medical educator, you may be directly or indirectly involved in the quality of assessments. Measurement has a substantial role in developing the quality of assessment questions and student learning. The information provided by psychometric data can improve pedagogical issues in medical education.

A Quantitative Study of Empathy in Pakistani Medical Students: A Multicentered Approach.

Objective: To examine the empathy level of undergraduate medical students in Pakistan. Three hypotheses are developed based on the literature review. (1) Female medical students have a higher level of empathy than do male students.