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AMEE Guide No. 18: Standard setting in student assessment
Abstract
Licensure, credentialling and academic institutions are seeking new innovative approaches to the assessment of professional competence. Central to these recent initiatives is the need to determine standards of performance, which separate the competent from the non-competent candidate. Setting standards for performance assessment is a relatively new area of study. Consequently, there is no one recommended approach to setting standards. The goal of this guide is to familiarize the reader with the framework, principles, key concepts and practical considerations of standard setting approaches and to enable the reader to make 'educated' choices in selecting the most appropriate standard setting approach for their testing needs.
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Citations
Cited by
Improving the fairness of multiple-choice questions: a literature review
McCoubrie, P. (2004) · Medical Teacher · doi:10.1080/01421590400013495 · Cited by 313
Pickering, J. D., & Swinnerton, B. J. (2019) · Anatomical Sciences Education · doi:10.1002/ase.1810 · Cited by 118
Online eAssessment: AMEE guide no. 39
Dennick, R., Wilkinson, S., & Purcell, N. (2009) · Medical Teacher · doi:10.1080/01421590902792406 · Cited by 66
Metadata
- Authors
- Ben-David, M. F.
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2000-01
- Volume
- 22
- Issue
- 2
- Pages
- 120-130
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2153922164
- Cited by
- 174
- References
- 0
- FWCI
- 3.00
- Type
- journal article
- Language
- en
- Open access
- closed
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- Ben-David, M. F. (2000). AMEE Guide No. 18: Standard setting in student assessment. Medical Teacher. https://doi.org/10.1080/01421590078526
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
