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Teach Learn Med. 2006 Winter;18(1):50-7.

Procedures for establishing defensible absolute passing scores on performance examinations in health professions education.

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  • 1Department of Medical Education, University of Illinois at Chicago, Chicago, Illinois 60612-7309, USA. sdowning@uic.edu

Abstract

BACKGROUND:

Establishing credible, defensible, and acceptable passing scores for performance-type examinations in real-world settings is a challenge for health professions educators. Our purpose in this article is to provide step-by-step instructions with worked examples for 5 absolute standard-setting methods that can be used to establish acceptable passing scores for performance examinations such as Objective Structured Clinical Examinations or standardized patient encounters.

SUMMARY:

All standards reflect the subjective opinions of experts. In this "how-to" article, we demonstrate procedures for systematically capturing these expert opinions using 5 research-based methods (Angoff, Ebel, Hofstee, Borderline Group, and Contrasting Groups). We discuss issues relating to selection of judges, use of performance data, and decision-making processes.

CONCLUSIONS:

Different standard-setting methods produce different passing scores; there is no "gold standard." The key to defensible standards lies in the choice of credible judges and in the use of a systematic approach to collecting their judgments. Ultimately, all standards are policy decisions.

[PubMed - indexed for MEDLINE]
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