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The Objective Borderline method (OBM): a probability-based model for setting up an objective pass/fail cut-off score
Boaz Shulruf1, Rolf Turner, Phillippa Poole
1Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland, 1142, New Zealand. b.shulruf@gmail.com
Advances in Health Sciences Education : Theory and Practice
|April 10, 2012
Summary
A new Objective Borderline Method (OBM) offers a practical and objective way to set medical student pass/fail scores. This method proved feasible and reliable when compared to existing standard-setting techniques.
Area of Science:
- Medical Education
- Assessment and Evaluation
Background:
- Medical student progression relies on high-stakes pass/fail decisions.
- Current standard-setting methods for borderline grades may lack objectivity or practicality.
Purpose of the Study:
- To introduce and assess the feasibility of a novel Objective Borderline Method (OBM) for setting pass/fail cut-off scores.
- To compare the OBM with established methods like the Regression Method and Borderline Group Method.
Main Methods:
- Utilized Objective Structured Clinical Examination (OSCE) results from Year 5 medical students.
- Applied three distinct standard-setting methodologies: Regression Method, Borderline Group Method, and the new Objective Borderline Method (OBM).
Main Results:
- The OBM generated pass/fail cut-off scores comparable to established methods (0.840 ≤ r ≤ 0.998; p < .0001).
- Empirical data supported the reliability and validity of the OBM.
Conclusions:
- The Objective Borderline Method (OBM) is a feasible and practical approach for medical education assessment.
- OBM offers advantages including objectivity, realism, a strong empirical basis, and ease of use compared to existing methods.
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