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Medical Teacher Volume 39, 2017 - Issue 5
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Original Articles

Problematizing the concept of the “borderline” group in performance assessments

Matt HomerLeeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UKCorrespondence[email protected]
,
Godfrey PellLeeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK
&
Richard FullerLeeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK
Pages 469-475 | Published online: 06 Mar 2017

Citations (7)

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Read on this site (4)

Matt Homer & Jen Russell. (2021) Conjunctive standards in OSCEs: The why and the how of number of stations passed criteria. Medical Teacher 43:4, pages 448-455.
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Matt Homer, Richard Fuller, Jennifer Hallam & Godfrey Pell. (2020) Shining a spotlight on scoring in the OSCE: Checklists and item weighting. Medical Teacher 42:9, pages 1037-1042.
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Rukhsana W. Zuberi, Debra L. Klamen, Jennifer Hallam, Naveed Yousuf, Austin M. Beason, Evyn L. Neumeister, Rob Lane & Jason Ward. (2019) The journeys of three ASPIRE winning medical schools toward excellence in student assessment. Medical Teacher 41:4, pages 457-464.
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Vijay John Daniels & Debra Pugh. (2018) Twelve tips for developing an OSCE that measures what you want. Medical Teacher 40:12, pages 1208-1213.
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Articles from other publishers (3)

Rabab A Abed & Shimaa E Elaraby. (2022) Measuring the Effect of Using a Borderline Students’ Characteristics Model on Reliability of Objective Structured Clinical Examination. Cureus.
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Matt Homer. (2020) Re-conceptualising and accounting for examiner (cut-score) stringency in a ‘high frequency, small cohort’ performance test. Advances in Health Sciences Education 26:2, pages 369-383.
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Andrew S. Lane, Christopher Roberts & Priya Khanna. (2020) Do We Know Who the Person With the Borderline Score is, in Standard-Setting and Decision-Making. Health Professions Education 6:4, pages 617-625.
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