References
- Crossley JG, Groves J, Croke D, Brennan PA. 2019. Examiner training: A study of examiners making sense of norm-referenced feedback. Med Teach. 41(7):787–794.
- Fuller R, Homer M, Pell G, Hallam J. 2017. Managing extremes of assessor judgment within the OSCE. Med Teach. 39(1):58–66.
- Harrison CJ, Könings KD, Dannefer EF, Schuwirth LW, Wass V, van der Vleuten CP. 2016. Factors influencing students' receptivity to formative feedback emerging from different assessment cultures. Perspect Med Educ. 5(5):276–284.
- Shute VJ. 2008. Focus on formative feedback. Rev Educ Res. 78(1):153–189.
- Spooner M, Duane C, Uygur J, Smyth E, Marron B, Murphy PJ, Pawlikowska T. 2021. Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66. Med Teach. 44:3–18.
- Tavakol M, Scammell BE, Wetzel AP. 2021. Feedback to support examiners’ understanding of the standard-setting process and the performance of students: AMEE Guide No. 145. Med Teach. DOI:https://doi.org/10.1080/0142159X.2021.1993164.