RESEARCH LIBRARY

Applied Measurement Education: Volume 36, Issue 4, Pages 326-339

This study examines strategies for detecting parameter drift in small-sample equating, crucial for maintaining score comparability in high-stakes exams. Results suggest that methods like mINFIT, mOUTFIT, and Robust-z effectively mitigate drifting anchor items' effects, while caution is advised with the Logit Difference approach. Recommendations are provided for practitioners to manage item parameter drift in small-sample settings.
 

ACM Transactions on Accessible Computing: Volume 16 - Issue 1, Pages 1–2

This article presents an introduction to the special issue on Augmentative and Alternative Communication (AAC).

Journal of Graduate Medical Education: Volume 14, Issue 6, Pages 634-638

This article discusses recent recommendations from the UME-GME Review Committee (UGRC) to address challenges in the UME-GME transition—including complexity, negative impact on well-being, costs, and inequities.

Research in Nursing & Health: Volume 46, Issue 1, Pages 127-135

As interest in supporting new nurse practitioners' (NPs) transition to practice increases, those interested in measuring the concept will need an instrument with evidence of reliability and validity. The Novice NP Role Transition (NNPRT) Scale is the first instrument to measure the concept. Using a cross-sectional design and data from 210 novice NPs, the purpose of this study was to confirm the NNPRT Scale's internal factor structure via confirmatory factor analysis (CFA).

Academic Medicine: Volume 98 - Issue 2 - Pages 180-187

This article describes the work of the Coalition for Physician Accountability’s Undergraduate Medical Education to Graduate Medical Education Review Committee (UGRC) to apply a quality improvement approach and systems thinking to explore the underlying causes of dysfunction in the undergraduate medical education (UME) to graduate medical education (GME) transition.

Teaching and Learning in Medicine: Volume 33 - Issue 4 - p 366-381

The purpose of this analysis is to describe these sources of evidence that can be used to evaluate the quality of generated items. The important role of medical expertise in the development and evaluation of the generated items is highlighted as a crucial requirement for producing validation evidence.

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.