Post-examination interpretation of objective test data: monitoring and improving the quality of high-stakes examinations: AMEE Guide No. 66

Medical Teacher
Mohsen Tavakol, Reg Dennick

Abstract

The purpose of this Guide is to provide both logical and empirical evidence for medical teachers to improve their objective tests by appropriate interpretation of post-examination analysis. This requires a description and explanation of some basic statistical and psychometric concepts derived from both Classical Test Theory (CTT) and Item Response Theory (IRT) such as: descriptive statistics, explanatory and confirmatory factor analysis, Generalisability Theory and Rasch modelling. CTT is concerned with the overall reliability of a test whereas IRT can be used to identify the behaviour of individual test items and how they interact with individual student abilities. We have provided the reader with practical examples clarifying the use of these frameworks in test development and for research purposes.

References

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May 26, 2011·Medical Teacher·Mohsen Tavakol, Reg Dennick
Jun 27, 2011·International Journal of Medical Education·Mohsen Tavakol, Reg Dennick

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Citations

Jun 2, 2016·AJR. American Journal of Roentgenology·Anouk van der GijpDavid M Naeger
Sep 28, 2016·Medical Teacher·Richard FullerJennifer Hallam
Aug 15, 2017·European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe·M P EscudierJ A Tricio
May 24, 2014·Journal of Nursing Measurement·Mohsen TavakolReg Dennick
Dec 24, 2018·BMC Medical Education·Vanda Yazbeck KaramNazih Youssef
Dec 19, 2021·European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe·Rosa Moreno-López, David Hope

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