The practical value of the standard error of measurement in borderline pass/fail decisions
Hays, Richard, Sen Gupta, Tarun, and Veitch, Jan (2008) The practical value of the standard error of measurement in borderline pass/fail decisions. Medical Education, 42 (8). pp. 810-815.
|PDF (Published Version) - Repository staff only - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader|
View at Publisher Website: http://dx.doi.org/10.1111/j.1365-2923.20...
Objective: the purpose of this study was to explore the value of the standard error of measurement (SEM) in making decisions about students with examination scores at or below the pass/fail borderline in a new undergraduate medical course with an integrated assessment programme.
Methods: an analysis of de-identified, pooled data for borderline candidates was conducted to determine the SEM for each examination and the progress of candidates according to four score bands, from pass score ± 1 SEM, 1−2 SEM below the pass score, 2−3 SEM below the pass score and > 3 SEM below the pass score. The impact of poor performance in individual subject areas was also measured.
Results: data for 1571 candidates were included in the analysis, identifying 132 students with borderline or lower scores, 45% of which were > 1 SEM below the pass score. By the third cohort the banding of students according to the SEM became highly predictive of candidate progress either through immediate remediation and re-sit examination, or by repetition of the year or withdrawal from the course.
Conclusions: the SEM is a useful tool for making confident and defensible decisions about how to manage candidates with examination scores at or below the borderline mark, as long as attention is paid to established examination design principles. The improved defensibility can be used to support a patient-safety focused decision tree or similar decision support model.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||education; medical; diagnostic imaging; undergraduate; educational measurement; educational status|
|FoR Codes:||13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 50%|
13 EDUCATION > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy @ 50%
|SEO Codes:||93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies @ 100%|
|Deposited On:||04 Mar 2010 10:44|
|Last Modified:||17 May 2013 00:58|
Last 12 Months: 0
|Citation Counts with External Providers:||Web of Science: 7|
Repository Staff Only: item control page