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Medical Teacher|September 22, 2016
Setting standards in knowledge assessments: Comparing Ebel and Cohen via RaschMatt Homer, Jonathan C DarlingAdvances in Health Sciences Education : Theory and Practice|March 1, 2022
Pass/fail decisions and standards: the impact of differential examiner stringency on OSCE outcomesMatt HomerAdvances in Health Sciences Education : Theory and Practice|October 16, 2023
Towards a more nuanced conceptualisation of differential examiner stringency in OSCEsMatt HomerAdvances in Health Sciences Education : Theory and Practice|September 3, 2020
Re-conceptualising and accounting for examiner (cut-score) stringency in a 'high frequency, small cohort' performance testMatt HomerMedical Teacher|February 5, 2025
Going beyond hawks and doves - Measuring degrees of examiner misalignment in OSCEsMatt HomerMedical Teacher|April 8, 2023
Setting defensible minimum-stations-passed standards in OSCE-type assessmentsMatt HomerMedical Teacher|December 8, 2020
Conjunctive standards in OSCEs: The why and the how of number of stations passed criteriaMatt Homer, Jen RussellMedical Teacher|January 30, 2026
Evidencing improvement in examiner calibration in OSCEsMatt Homer, Vlad AbabeiAdvances in Health Sciences Education : Theory and Practice|July 23, 2024
Tailoring support following summative assessments: a latent profile analysis of student outcomes across five medical specialitiesHuiming Ding, Matt HomerMedical Education|June 4, 2025
Challenging the norm: Length of exams determined by classification accuracy or reliabilityStefan K Schauber, Matt HomerPageof 4