Improving assessment practice through cross-institutional collaboration: An exercise on the use of OSCEs

@article{MalauAduli2016ImprovingAP,
  title={Improving assessment practice through cross-institutional collaboration: An exercise on the use of OSCEs},
  author={Bunmi Sherifat Malau-Aduli and Peta-Ann Teague and Richard Turner and Benjamin Holman and Karen D'Souza and David L Garne and Clare F Heal and Paul Heggarty and Judith Nicky Hudson and Ian Wilson and Cees P M van der Vleuten},
  journal={Medical Teacher},
  year={2016},
  volume={38},
  pages={263 - 271}
}
Abstract Background: This study was undertaken to improve assessment practice on OSCEs through collaboration across geographically dispersed medical schools in Australia. Methods: A total of eleven OSCE stations were co-developed by four medical schools and used in summative 2011 and 2012 examinations for the assessment of clinical performance in the early clinical and exit OSCEs in each school’s medical course. Partial Credit Rasch Model was used to evaluate the psychometric properties of the… 
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A snapshot of current Objective Structured Clinical Examination (OSCE) practice at Australian medical schools
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Comparisons of current practices of conducting high-stake, exit-level Objective Structured Clinical Examinations at all Australian medical schools reveal a wide variation in OSCE practices between schools, and many recommended “gold standard” OSce practices are implemented.
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This collaborative study between 10 Australian medical schools investigated the effect of standard-setting methods on OSCE cut scores and failure rates and indicated that Cohen’s method yields similar outcomes to the Borderline Regression method, particularly for large examinee cohort sizes.
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The findings of this study support the use of number-right scoring over formula scoring, and Rasch model analyses showed that tests with number- right scoring have better psychometric properties than formula scoring.
Impact of the national medical licensing examination in Indonesia: perspectives from students, teachers, and medical schools
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An exploration of examiner decision making is reported to better characterise the cognitive processes and workload associated with making judgements of clinical performance in exit‐level OSCEs.
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The benefits and challenges of involving CYP in assessments are explored and practical advice is provided for course organisers, assessors and students when encountering CyP in assessment.
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