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Practical considerations in equating progress tests.

Michelle M Langer1, David B Swanson

  • 1National Board of Medical Examiners, Philadelphia, PA 19104-3102, USA. mlanger@nbme.org

Medical Teacher
|June 3, 2010
PubMed
Summary
This summary is machine-generated.

Progress testing in medical education needs score equating to accurately track student growth over time. This study explores equating methods to ensure consistent measurement for better assessment.

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Area of Science:

  • Medical Education
  • Psychometrics
  • Assessment

Background:

  • Progress testing assesses medical student growth over time.
  • A key psychometric requirement, score equating, is often neglected.
  • Equating ensures scores are comparable across different test forms and times.

Purpose of the Study:

  • To discuss the principles and challenges of equating in progress testing.
  • To present a hybrid equating method as a potential solution.
  • To encourage the use of equating in future progress testing applications.

Main Methods:

  • Discussion of basic equating principles.
  • Analysis of challenges specific to progress testing.
  • Presentation of a hybrid equating method and its application.

Main Results:

  • Equating is crucial for valid progress testing.
  • A hybrid method offers a viable solution for equating progress tests.
  • Alternate equating approaches were also considered.

Conclusions:

  • Implementing equating is essential for robust progress testing.
  • Equating enhances the value of progress testing in medical education.
  • Future progress testing should incorporate equating for accurate student assessment.