Standard setting
Hays, Richard (2015) Standard setting. The Clinical Teacher, 12 (4). pp. 226-230.
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Abstract
[Extract] As the availability of assessment expertise increases for health professional programmes, it is no longer acceptable to simply construct an assessment task without careful consideration of what the minimum acceptable score should be for candidates. This is particularly important in higher stakes examinations, where candidates are more likely to appeal adverse decisions, but is also helpful in providing feedback to all candidates with borderline scores in any assessment. Increasingly, accreditation authorities are asking health professional schools to justify how they ensure that graduates meet the expected standards.
| Item ID: | 68260 |
|---|---|
| Item Type: | Article (Commentary) |
| ISSN: | 1743-498X |
| Copyright Information: | © 2015 John Wiley & Sons Ltd. |
| Date Deposited: | 29 Apr 2024 01:10 |
| FoR Codes: | 39 EDUCATION > 3901 Curriculum and pedagogy > 390110 Medicine, nursing and health curriculum and pedagogy @ 50% 32 BIOMEDICAL AND CLINICAL SCIENCES > 3299 Other biomedical and clinical sciences > 329999 Other biomedical and clinical sciences not elsewhere classified @ 50% |
| SEO Codes: | 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160301 Assessment, development and evaluation of curriculum @ 50% 20 HEALTH > 2099 Other health > 209999 Other health not elsewhere classified @ 50% |
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