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| Evaluation and the Health… | 5 |
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| Journal Articles | 5 |
| Reports - Research | 5 |
| Reports - Evaluative | 1 |
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Peer reviewedBergstrom, Betty A.; Lunz, Mary E. – Evaluation and the Health Professions, 1992
The level of confidence in pass/fail decisions obtained with computerized adaptive tests and paper-and-pencil tests was greater for 645 medical technology students when the computer adaptive test implemented a 90 percent confidence stopping rule than for paper-and-pencil tests of comparable length. (SLD)
Descriptors: Adaptive Testing, Comparative Testing, Computer Assisted Testing, Confidence Testing
Peer reviewedShea, Judy A.; And Others – Evaluation and the Health Professions, 1992
Video and print formats of cardiovascular motion studies were compared for use as assessment measures of interpretive skills for 392 doctors taking a cardiovascular disease certification test. Although video studies were easier to interpret, the equivalence of both motion studies supports use of the print format in national examinations. (SLD)
Descriptors: Cardiovascular System, Comparative Testing, Graduate Medical Education, Interpretive Skills
Peer reviewedColliver, Jerry A.; And Others – Evaluation and the Health Professions, 1992
The presence and extent of overlap between checklist and written scores using data for over 400 medical students in 6 classes on an examination including clinical encounter stations with standardized patients were studied. Eighty-three cases used both measures. Written scores provide information in addition to that of the checklists. (SLD)
Descriptors: Check Lists, Clinical Diagnosis, Comparative Testing, Competence
Peer reviewedHarasym, P. H.; And Others – Evaluation and the Health Professions, 1980
Coded, as opposed to free response items, in a multiple choice physiology test had a cueing effect which raised students' scores, especially for lower achievers. Reliability of coded items was also lower. Item format and scoring method had an effect on test results. (GDC)
Descriptors: Achievement Tests, Comparative Testing, Cues, Higher Education
Peer reviewedColliver, Jerry A.; And Others – Evaluation and the Health Professions, 1991
A study was conducted to assess the effect of station position in a multiple-stations performance-based examination administered to 127 senior medical students. There was no evidence for a sequence effect on student performance, with no improvement on scores awarded for standardized cases across successive cases in the examination. (SLD)
Descriptors: Clinical Experience, Comparative Testing, Higher Education, Licensing Examinations (Professions)
