Comparing veterinary students' performance with cut-scores determined using a modified individual Angoff method...

Area of Science:

• Educational assessment
• Veterinary education

Background:

• Conventional standard-setting methods for student assessment face practicality challenges.
• Achieving accuracy in absolute standard-setting methods is difficult.
• This study addresses the need for more accurate standard-setting in assessments.

Purpose of the Study:

• To identify the most accurate group of judges for establishing assessment cut-scores.
• To determine how Bloom's level of questions affects the correlation between cut-scores and student performance.

Main Methods:

• Judges independently set cut-scores using a modified Angoff method, without access to question answers.
• Computer-based multiple-choice and multiple-response questions were used, categorized by Bloom's level.
• Simple linear regression analyzed the relationship between judge experience (years, small ruminant practice time, specialization) and cut-score accuracy.

Main Results:

• Judges with a higher proportion of time spent in small ruminant practice showed greater accuracy in setting cut-scores.
• The Bloom's level of exam questions correlated with student performance, indicating its influence.

Conclusions:

• Judge selection for establishing cut-scores should prioritize time spent in the specific discipline.
• Considering the cognitive level (Bloom's level) of exam questions enhances the accuracy of standard setting.