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Graphical Item Maps: providing clearer feedback on professional exam performance.

Mark Beaves¹, Euan Wallace², Nathan Zoanetti³

¹Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

Mededpublish (2016)

|December 11, 2023

Summary

Graphical Item Maps provide valuable, individualized feedback in high-stakes professional assessments. This method offers insights into candidate performance without compromising the assessment item bank.

Keywords:

CTG education Graphical Item Map assessment assessment feedback fetal surveillance education

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Area of Science:

Medical Education
Assessment Science
Psychometrics

Background:

Structured feedback is crucial for learning and assessment, highly valued by candidates.
Item-specific feedback in high-stakes professional assessments is often infeasible due to cost and item bank stability.
Graphical Item Maps (GIMs) were explored as a solution for informative feedback in fetal surveillance knowledge assessment.

Purpose of the Study:

To investigate the feasibility and utility of Graphical Item Maps (GIMs) for candidate feedback.
To provide informative feedback without compromising the integrity of the assessment item bank.
To demonstrate the application of GIMs in a high-stakes professional assessment context.

Main Methods:

Developed Graphical Item Maps (GIMs) for the Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG) Fetal Surveillance Education Program (FSEP) assessment.
Utilized Item Response Theory (IRT) models to estimate item and person parameters.
Mapped the interaction between test-takers and assessment tasks of varying difficulty.

Main Results:

GIMs are feasible and relatively simple to implement for individual candidate feedback.
Operational examples from the RANZCOG FSEP assessment demonstrate GIM application.
The study shows how GIMs can be used by test-takers and educators for assessment feedback.

Conclusions:

Graphical Item Maps serve as a valuable and insightful feedback tool for clinical practitioners in high-stakes professional education.
GIMs can inform directed learning by providing clear insights into performance.
This approach is potentially applicable to similar healthcare professional assessments.