RESEARCH LIBRARY

Educational Assessment

This study proposes four indices to quantify item influence and distinguishes them from other available item and test measures. We use simulation methods to evaluate and provide guidelines for interpreting each index, followed by a real data application to illustrate their use in practice. We discuss theoretical considerations regarding when influence presents a psychometric concern and other practical concerns such as how the indices function when reducing influence imbalance.

Academic Medicine: Volume 97 - Issue 4 - Pages 476-477

Response to to emphasize that although findings support a relationship between multiple USMLE attempts and increased likelihood of receiving disciplinary actions, the findings in isolation are not sufficient for proposing new policy on how many attempts should be allowed.

Academic Medicine: Volume 96 - Issue 9 - Pages 1319-1323

This study examined the relationship between USMLE attempts and the likelihood of receiving disciplinary actions from state medical boards.

Integrating Timing Considerations to Improve Testing Practices

This chapter addresses a different aspect of the use of timing data: it provides a framework for understanding how an examinee's use of time interfaces with time limits to impact both test performance and the validity of inferences made based on test scores. It focuses primarily on examinations that are administered as part of the physician licensure process.

Handbook of Automated Scoring

In this chapter we describe the historical background that led to development of the simulations and the subsequent refinement of the construct that occurred as the interface was being developed. We then describe the evolution of the automated scoring procedures from linear regression modeling to rule-based procedures.

The authors examined the extent to which USMLE scores relate to the odds of receiving a disciplinary action from a U.S. state medical board.