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Assessment of Uniqueness of Information Provided by Postencounter Written Scores on Standardized-Patient Examinations.
Peer reviewed Peer reviewed
Colliver, 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
Evaluating Student Multiple-Choice Responses: Effects of Coded and Free Formats.
Peer reviewed Peer reviewed
Harasym, 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
Effect of Position-within-Sequence on Case Performance in a Multiple-Stations Examination Using Standardized-Patient Cases.
Peer reviewed Peer reviewed
Colliver, 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)