Validity of objective tests towards peer-rated competence by students

Abstract

The purpose of the study was to investigate the predictive value of written longitudinal tests (progress tests), block-related written tests and OSCEs in relation to peer-rated competence of students. Competence was rated for functioning as a student and for functioning as a future physician. Eight students were asked to rate their peers on both aspects of competence. This was related to past performance on four progress tests, eight block tests, and two OSCEs. Observed and true correlations were estimated and a discriminant analysis was performed. Both written tests fairly accurately predicted functioning as a student. Peer-rated competence as a future doctor was moderately predicted by the OSCE. Intercorrelations among the various test methods were theoretically interpretable suggesting construct validity of the objective tests used.