Exact(13)
However, few studies have examined the consequences of different standard setting methods or examined what level of proficiency is considered adequate for trainees.
His recent work has examined standard setting methods, limitations of value-added models for teacher and school accountability, impacts of testing on curriculum, students, and educational policy, test reliability, and generalizability theory.
The objectives of the present study were to explore the consequences of different standard setting methods and to examine the proficiency level that surgical trainees are expected to reach, before performing supervised surgery on patients.
Conversely, when are other standard setting methods such as absolute targets and risk-based, technology-based, and cost-based standards more useful to policy makers than historic baselines?
Or stated simply, these two different standard setting methods yielded different standards.
This study was conducted in two phases to answer the two distinct research questions: Do different standard – setting methods result in different standards?
Similar(47)
While some credibility for this standard setting method was demonstrated by the finding that all three groups of judges set similar cut scores for junior residents, there was no alternative standard setting method that could be used for comparison.
Medical schools commonly use an examinee-centered standard setting method such as the mean Borderline Group (BG) method [ 6– 8].
They therefore introduced a change in the standard setting method that took account of the pass-fail borderline.
An alternative method is a test-centered method whereby the pass mark is based on item or station characteristics, such as the modified Angoff standard setting method.
27 41 42 43 A standard setting method can be valid, but that does not ensure that an implementation of the method is valid or appropriate.
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