1,245
Views
17
CrossRef citations to date
0
Altmetric
Original Articles

Investigating disparity between global grades and checklist scores in OSCEs

, &

References

  • Ben-David MF. 2000. AMEE Guide No. 18: Standard setting in student assessment. Med Teach 22(2):120–130
  • Boulet JR, McKinley DW, Whelan GP, Hambleton RK. 2003. Quality assurance methods for performance-based assessments. Adv Health Sci Educ 8(1):27–47
  • Cohen DS, Colliver JA, Robbs RS, Swartz MH. 1996. A large-scale study of the reliabilities of checklist scores and ratings of interpersonal and communication skills evaluated on a standardized-patient examination. Adv Health Sci Educ 1(3):209–213
  • Cunnington JPW, Neville AJ, Norman GR. 1996. The risks of thoroughness: Reliability and validity of global ratings and checklists in an OSCE. Adv Health Sci Educ 1(3):227–233
  • Field AP. 2013. Discovering statistics using IBM SPSS statistics: And sex and drugs and rock “n” roll. London: Sage Publications
  • Fuller R, Homer M, Pell G. 2011. What a difference an examiner makes! Detection, impact and resolution of “rogue” examiner behaviour in high stakes OSCE assessments. Presented at the AMEE, Vienna, 30th August, 2011
  • Fuller R, Homer M, Pell G. 2013. Longitudinal interrelationships of OSCE station level analyses, quality improvement and overall reliability. Med Teach 35(6):515–517
  • Gingerich A, Regehr G, Eva KW. 2011. Rater-based assessments as social judgments: Rethinking the etiology of rater errors. Acad Med 86:S1–S7
  • Govaerts MJB. 2011. Climbing the pyramid: Towards understanding performance assessment. Maastricht University
  • Govaerts MJB, van der Vleuten CPM, Schuwirth LWT, Muijtjens AMM. 2007. Broadening perspectives on clinical performance assessment: Rethinking the nature of in-training assessment. Adv Health Sci Educ Theory Pract 12(2):239–60
  • Hays R, Gupta TS, Veitch J. 2008. The practical value of the standard error of measurement in borderline pass/fail decisions. Med Educ 42(8):810–815
  • Hodges B. 2013. Assessment in the post-psychometric era: Learning to love the subjective and collective. Med Teach 35(7):564–568
  • Humphrey-Murto S, MacFadyen JC. 2002. Standard setting: A comparison of case-author and modified borderline-group methods in a small-scale OSCE. Acad Med 77(7):729–732
  • Kogan JR, Conforti L, Bernabeo E, Iobst W, Holmboe E. 2011. Opening the black box of clinical skills assessment via observation: A conceptual model. Med Educ 45(10):1048–1060
  • Kramer A, Muijtjens A, Jansen K, Düsman H, Tan L, Van Der Vleuten C. 2003. Comparison of a rational and an empirical standard setting procedure for an OSCE. Med Educ 37(2):132–139
  • Marshall, B. (2000). English teachers: The unofficial guide: Researching the philosophies of English teachers. London; New York: Routledge
  • Newble D. 2004. Techniques for measuring clinical competence: Objective Structured Clinical Examinations. Med Educ 38(2):199–203
  • Pell G, Fuller R, Homer M, Roberts T. 2010. How to measure the quality of the OSCE: A review of metrics – AMEE guide no. 49. Med Teac 32(10):802–811
  • Pell G, Roberts TE. 2006. Setting standards for student assessment. Int J Res Method Educ 29(1):91–103
  • Regehr G, MacRae H, Reznick RK, Szalay D. 1998. Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination. Acad Med 73(9):993–997
  • Sadler DR. 2009. Indeterminacy in the use of preset criteria for assessment and grading. Assess Eval Higher Educ 34(2):159–179
  • Sadler DR. 2010. Fidelity as a precondition for integrity in grading academic achievement. Assess Eval Higher Educ 35(6):727–743
  • Streiner D, Norman G. 2003. Health measurement scales: A practical guide to their development and use. 3rd ed. Oxford: OUP
  • Wan M, Canalese R, Lam L, Petersen R, Quinlivan J, Frost G. 2011. Comparison of criterion-based checklist scoring and global rating scales for the Objective Structured Clinical Examination (OSCE) in pre- clinical year medical students. Med Educ 45(S3):1
  • Yorke M. 2011. Assessing the complexity of professional achievement. Chapter 10. In: Jackson N, editor. Learning to be professional through a higher education. London: Sceptre. Available from: http://learningtobeprofessional.pbworks.com/w/page/15914981/Learning%20to%20be%20Professional%20through%20a%20Higher%20Education%20e-Book

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.