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Advances in Health Sciences Education : Theory and Practice|May 6, 2026
The line we draw: shifting epistemic regimes of standard setting in health professions educationJacob Pearce, Neville G ChiavaroliMedical Teacher|March 14, 2024
Twelve tips for developing effective marking schemes for constructed-response examination questionsNeville G Chiavaroli, Jacob PearceJournal of Medical Education and Curricular Development|March 3, 2022
Assessing a Capstone Research Project in Medical Training: Examiner Consistency Using Generic Versus Domain-Specific RubricsKatharine J Reid, Neville G Chiavaroli, Justin L C BilsztaAdvances in Health Sciences Education : Theory and Practice|July 29, 2017
Psychometrics in action, science as practiceJacob PearceJournal of Medical Education and Curricular Development|June 18, 2019
Assessing Diagnostic Reasoning Using a Standardized Case-Based DiscussionRuth M Sutherland, Katharine J Reid, Neville G Chiavaroli, et al.Nutrition & Dietetics : the Journal of the Dietitians Association of Australia|January 10, 2018
Development and validation of a written credentialing examination for overseas-educated dietitiansNeville G Chiavaroli, Eleanor J Beck, Catherine Itsiopoulos, et al.Academic Medicine : Journal of the Association of American Medical Colleges|May 13, 2024
Perspectivism and Health Professions AssessmentJacob Pearce, Walter TavaresTeaching and Learning in Medicine|July 11, 2023
Attending to Variable Interpretations of Assessment Science and PracticeWalter Tavares, Jacob PearceMedical Education|November 5, 2020
The potential use of Bayesian Networks to support committee decisions in programmatic assessmentNathan Zoanetti, Jacob PearceJournal of Medical Education and Curricular Development|August 28, 2020
Prompting Candidates in Oral Assessment Contexts: A Taxonomy and Guiding PrinciplesJacob Pearce, Neville ChiavaroliPageof 2