PURPOSE To describe the measurement properties of instruments reported in the literature that faculty might use to measure professionalism in medical students and residents. METHOD The authors reviewed studies published between 1982 and 2002 that had been located using Medline and four other databases. A national panel of 12 experts in measurement and research in medical education extracted d...

This paper outlines the development and psychometric evaluation of the Assessment of Core CBT Skills (ACCS) rating scale. The ACCS aims to provide a novel assessment framework to deliver formative and summative feedback regarding therapists’ performance within observed cognitive-behavioural treatment sessions, and for therapists to rate and reflect on their own performance. Findings from three ...

Part of recent reforms of postgraduate medical training in the Netherlands is the introduction of formatively intended knowledge testing or progress testing. We previously evaluated the construct validity and reliability of postgraduate progress testing. However, when assessment is intended to be formative, the acceptability of the test (scores) and the educational impact that is achieved are a...

BACKGROUND The objective structured clinical examination (OSCE) is a widely used method for assessing clinical competence in health sciences education. Studies using this method have shown evidence of validity and reliability. There are no published studies of OSCE reliability measurement with generalizability theory (G-theory) in Latin America. The aims of this study were to assess the reliabi...

Progress testing in the Netherlands has a long history. It was first introduced at one medical school which had a problem-based learning (PBL) curriculum from the start. Later, other schools with and without PBL curricula joined. At present, approximately 10,000 students sit a test every three months. The annual progress exam is not a single test. It consists of a series of 4 tests per annum wh...

Progress test has been created with the necessity of an assessment method align problem-based learning. Although it was specifically to overcome limitations traditional for learning, nowadays is used by different type curricula. In this paper, we first present basic assumptions, history, benefit and challenges progress test. overcomes many assessment, such as validity reliability. However, impl...

Objective structured clinical examination (OSCE) was introduced in 1975 as a standardized tool for objectively assessing clinical competencies - including history-taking, physical examination, communication skills, data interpretation etc. It consists of a circuit of stations connected in series, with each station devoted to assessment of a particular competency using pre-determined guidelines ...

Introduction: Summative assessments play a major role in shaping the student’s learning. There is little literature available on validity of summative assessment question papers Forensic Medicine & Toxicology. This study analyses 30 from 6 reputed universities for content validity. Methods: A retrospective cross-sectional record-based observational was conducted where university Toxicology ...

This study aims to describe: The types of tests in the final exams first semester, quality tests, and reasons why teachers do not carry out this test analysis. sample was students majoring Arabic using purposive sampling percentage formula for validity, Cronbach Alpha reliability, difficulty formula, differentiation formula. results were: (1) forms were achievement (learning objectives), teache...