Journal of Educational Measurement: Volume 58, Issue 4, Pages 515-537
In this paper, the NBME team reports the results an eye-tracking study designed to evaluate how the presence of the options in multiple-choice questions impacts the way medical students responded to questions designed to evaluate clinical reasoning. Examples of the types of data that can be extracted are presented. We then discuss the implications of these results for evaluating the validity of inferences made based on the type of items used in this study.
Educational Measurement: Issues and Practice
This short, invited manuscript focuses on the implications for certification and licensure assessment organizations as a result of the wide‐spread disruptions caused by the COVID-19 pandemic.
Educational Measurement: Issues and Practice, 39: 37-44
This article presents the results of an experiment in which content experts were randomly assigned to one of two response probability conditions: .67 and .80. If the standard-setting judgments collected with the bookmark procedure are internally consistent, both conditions should produce highly similar cut scores.
Measurement: Interdisciplinary Research and Perspectives, 16:1, 59-70
This article critically reviews how diagnostic models have been conceptualized and how they compare to other approaches used in educational measurement. In particular, certain assumptions that have been taken for granted and used as defining characteristics of diagnostic models are reviewed and it is questioned whether these assumptions are the reason why these models have not had the success in operational analyses and large-scale applications, contrary to what many have hoped.