The authors outline the difference between content and performance standards and the rationale for standard setting at a medical college. The principles of the college’s standard setting processes for the written and objective structured clinical examination summative assessments are discussed in greater detail.
Conclusion:
There is no evidence of any single standard setting method to be the best. Multiple methods exist and will have varied results when applied. The judgement of a panel of subject experts remains an important component of the standard setting process.
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