Applied Psychological Measurement: Volume 46, issue 2, page(s) 571-588
This study evaluates the degree to which position effects on two separate low-stakes tests administered to two different samples were moderated by different item (item length, number of response options, mental taxation, and graphic) and examinee (effort, change in effort, and gender) variables. Items exhibited significant negative linear position effects on both tests, with the magnitude of the position effects varying from item to item.
Academic Medicine: June 2022
This study examines the associations between Step 3 scores and subsequent receipt of disciplinary action taken by state medical boards for problematic behavior in practice. It analyzes Step 3 total, Step 3 computer-based case simulation (CCS), and Step 3multiple-choice question (MCQ) scores.
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.
Educational Measurement: Issues and Practices: Volume 41 - Issue 1 - Pages 95-96
Often unanticipated situations arise that can create a range of problems from threats to score validity, to unexpected financial costs, and even longer-term reputational damage. This module discusses some of these unusual challenges that usually occur in a credentialing program.
Academic Medicine: Volume 96 - Issue 9 - Pages 1324-1331
This study examines associations between USMLE Step 1 and Step 2 Clinical Knowledge (CK) scores and ACGME emergency medicine (EM) milestone ratings.
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.
Integrating Timing Considerations to Improve Testing Practices
This chapter presents a historical overview of the testing literature that exemplifies the theoretical and operational evolution of test speededness.
Journal of Educational Measurement: Volume 57, Issue 2, Pages 216-229
This article presents two generalizability-theory–based analyses of the proportion of the item variance that contributes to error in the cut score. For one approach, variance components are estimated on the probability (or proportion-correct) scale of the Angoff judgments, and for the other, the judgments are transferred to the theta scale of an item response theory model before estimating the variance components.
CBE—Life Sciences Education Vol. 18, No. 1
This article briefly reviews the aspects of validity that researchers should consider when using surveys. It then focuses on factor analysis, a statistical method that can be used to collect an important type of validity evidence.