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Assessment in Health Professions Education by Steven M. Downing, Rachel Yudkowsky

By Steven M. Downing, Rachel Yudkowsky

Evaluate in future health Professions schooling is the 1st finished textual content for health and wellbeing professions - humans in instructing, learn, management, pupil checking out and pros in medication, dentistry, nursing, pharmacy and different health and wellbeing fields. creation to evaluation within the healthiness professions / Steven M. Downing and Rachel Yudkowsky -- Validity and its threats / Steven M. Downing and Thomas M. Haladyna -- Reliability / Rick D. Alexson and Clarence D. Kreiter -- Generalizability idea / Clarence D. Kreiter -- information of checking out / Steven M. Downing -- typical atmosphere / Rachel Yudkowsky, Steven M. Downing, and Ara Tekian -- Written exams : constructed-response and selected-response codecs / Steven M. Downing -- Observational overview / William C. McGahie, John Butter, and Marsha Kaye -- functionality checks / Rachel Yudkowsky -- Simulations in overview / William C. McGahie and S. Barry Issenberg -- Oral examinations / Ara Tekian and Rachel Yudkowsky -- overview portfolios / Ara Tekian and Rachel Yudkowsky

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Cronbach, 1980, p. ) Again, this sounds much like solid scientific research. Using experimental research methods, we set out to objectively test hypotheses. When research is conducted in a sound scientific manner, controlling for all important nuisance variables that could spoil the study, the researcher must always be open to negative findings. This is the essence of all scientific research; this is the major point of validation research. An alternate meaning or interpretation of assessment data may always be found, thus falsifying our hypotheses or our beliefs about the meaning or proper interpretation of our assessment data.

The on-going documentation of validity evidence for a highstakes testing program, such as a licensure or certification examination in any of the health professions, may require the allocation of many resources and the contributions of many different professionals with a variety of skills—content specialists, psychometricians and statisticians, test editors and administrators (Haladyna, 2006). For low-tomedium stakes assessment programs, such as formative classroom tests in the basic sciences, less validity evidence is required.

For evidence of response process for the written comprehensive examination, documentation of all practice materials and written information about the test and instructions to students is important. Documentation of all quality-control procedures used to ensure the absolute accuracy of test scores is also an important source of evidence: the final key validation after a preliminary scoring—to ensure the accuracy of the scoring key and eliminate from final scoring any poorly performing test items; a rationale for any combining rules, such as the combining into one final composite score of MCQ, multiple-true-false, and short-essay question scores.

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