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Naomi Nkealah. (2023) Unravelling an assessment puzzle: reflections on reconciling effective assessment and workload management in South African higher education. Assessment & Evaluation in Higher Education 48:8, pages 1092-1102.
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Rathi Saravanan, Ramya Chandrasekaran, Jennifer Anne Cleland & Sreenivasulu Reddy Mogali. (2023) What is the evidence for biology as the ‘heart of eligibility’ to study medicine? A retrospective analysis. Medical Teacher 45:5, pages 510-515.
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Phudit Buaprasert, Jiraporn Sri-on, Jareeda Sukhuntee, Ranu Asawajaroenkul, Onchuda Buanhong, Trairat Khiaodee, Worrapat Keetawattananon & Gawin Tiyawat. (2021) Diagnostic Accuracy of Extended Focused Assessment with Sonography for Trauma Performed by Paramedic Students: A Simulation-Based Pilot Study. Open Access Emergency Medicine 13, pages 249-256.
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Bunmi Sherifat Malau-Aduli, Peta-Ann Teague, Karen D’Souza, Clare Heal, Richard Turner, David L. Garne & Cees van der Vleuten. (2017) A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools. Medical Teacher 39:12, pages 1261-1267.
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Matt Homer & Jonathan C. Darling. (2016) Setting standards in knowledge assessments: Comparing Ebel and Cohen via Rasch. Medical Teacher 38:12, pages 1267-1277.
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Mike Tweed, Robin Willink & Tim J. Wilkinson. (2023) Using MCQ response certainty to determine how aspects of self‐monitoring develop through a medical course. Medical Education.
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Mergan Naidoo. (2023) The pearls and pitfalls of setting high-quality multiple choice questions for clinical medicine. South African Family Practice 65:1.
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Lakal O. Dissabandara, Sujeevi Nawaratna & Selvanayagam Nirthanan. (2023) Fine‐tuning the standard setting of objective structured practical examinations in clinical anatomy. Anatomical Sciences Education 16:3, pages 486-496.
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John C. McLachlan, K. Alex Robertson, Bridget Weller & Marina Sawdon. (2021) An inexpensive retrospective standard setting method based on item facilities. BMC Medical Education 21:1.
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Mike Tweed, Gordon Purdie & Tim Wilkinson. (2020) Defining and tracking medical student self-monitoring using multiple-choice question item certainty. BMC Medical Education 20:1.
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Boaz Shulruf, Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chin-Chou Huang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee & Shou-Yen Kao. (2020) Standard setting made easy: validating the Equal Z-score (EZ) method for setting cut-score for clinical examinations. BMC Medical Education 20:1.
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Sreenivasulu Reddy Mogali, Jerome I. Rotgans, Lucy Rosby, Michael Alan Ferenczi & Naomi Low Beer. (2019) Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?. Anatomical Sciences Education 13:5, pages 581-590.
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Jimmie Leppink. (2020) In God We Trust, All Others Bring Data: A Bayesian Approach to Standard Setting. Health Professions Education 6:2, pages 291-299.
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Jerome I. Rotgans & Nigel C.K. Tan. (2018) Standard Setting in Medical Education: Which Cut-Off Cuts it?. Health Professions Education 4:4, pages 233-235.
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Abbas Makaren, Hamid Mahdavifard & Hasan Gholami. (2017) Evaluation of Passing Scores in Semiotics: An Objective Structured Clinical Examination for Medical Students of Mashhad University of Medical Sciences, Mashhad, Iran, 2015. Strides in Development of Medical Education 14:1.
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Mike Tweed, Gordon Purdie & Tim Wilkinson. (2017) Low performing students have insightfulness when they reflect-in-action. Medical Education 51:3, pages 316-323.
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