1.
Postgraduate Medical Education and Training Board. Developing and maintaining an assessment system - a PMETB guide to good practice. Published online 2007. https://www.researchgate.net/profile/Christopher_Oliver/publication/264405740_Developing_and_Maintaining_an_Assessment_System-a_PMETB_Guide_to_Good_Practice/links/53dba0b50cf2cfac9928f468/Developing-and-Maintaining-an-Assessment-System-a-PMETB-Guide-to-Good-Practice.pdf
2.
Association for the Study of Medical Education. Understanding Medical Education: Evidence, Theory and Practice. Second edition. (Swanwick T, ed.). Wiley Blackwell; 2014. http://lib.myilibrary.com/ProductDetail.aspx?id=543123&entityid=https://idp.warwick.ac.uk/idp/shibboleth
3.
Cox M, Irby DM, Epstein RM. Assessment in Medical Education. New England Journal of Medicine. 2007;356(4):387-396. doi:10.1056/NEJMra054784
4.
Jolly, Brian, Grant, Janet. The Good Assessment Guide: A Practical Guide to Assessment and Appraisal for Higher Specialist Training. Joint Centre for Education in Medicine; 1997.
5.
Schuwirth, Lambert W. T., Vleuten, C. van der, Association for the Study of Medical Education. How to Design a Useful Test: The Principles of Assessment. Vol Understanding medical education. ASME; 2006.
6.
Black, H. D., Devine, Marion, Scottish Council for Research in Education. Assessment Purposes: A Study of the Relationship between Diagnostic Assessment and Summative Assessment for Certification. Vol SCRE publication. Scottish Council for Research in Education; 1986.
7.
Bloom, Benjamin S. Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook 1: Cognitive Domain. Longman Group Ltd; 1956.
8.
Cangelosi JS. Designing Tests for Evaluating Student Achievement. Longman
9.
Hart IR. Trends in clinical assessment. In: Approaches to the Assessment of Clinical Competence, Part 1 and 2. ; 1992.
10.
Livingston SA, Zieky MJ. Passing scores. Published online 1982. http://www.ets.org/Media/Research/pdf/passing_scores.pdf
11.
Samuel Messick. The Psychology of Educational Measurement. Journal of Educational Measurement. 21(3):215-237. http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/1434780
12.
Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine. 1990;65:63-67. http://0-ovidsp.dc2.ovid.com.pugwash.lib.warwick.ac.uk/sp-4.02.1a/ovidweb.cgi?WebLinkFrameset=1&S=LJBFFPKHHDEBEBIDIPCKNGPEPMFBAA00&returnUrl=ovidweb.cgi%3fMain%2bSearch%2bPage%3d1%26S%3dLJBFFPKHHDEBEBIDIPCKNGPEPMFBAA00&fromjumpstart=0&directlink=http%3a%2f%2fovidsp.dc2.ovid.com%2fovftpdfs%2fFPEBIPPENGIDHD00%2ffs046%2fovft%2flive%2fgv023%2f00001888%2f00001888-199009000-00045.pdf&filename=The+assessment+of+clinical+skills%2fcompetence%2fperformance.&link_from=S.sh.22.23.27.31%7c45&pdf_key=FPEBIPPENGIDHD00&pdf_index=/fs046/ovft/live/gv023/00001888/00001888-199009000-00045&D=ovft&link_set=S.sh.22.23.27.31|45|sl_10|tocsiblings|S.sh.22.23.27.31.37|0
13.
Ozuah PO, Reznik M. Using unannounced standardised patients to assess residents’ professionalism. Medical Education. 2008;42(5):532-533. doi:10.1111/j.1365-2923.2008.03083.x
14.
Peile E. Knowing and knowing about. BMJ. 2006;332(7542):645-645. doi:10.1136/bmj.332.7542.645
15.
G. Rasch. Probabilistic Models for Some Intelligence and Attainment Tests. University of Chicago Press; 1980.
16.
Rethans JJ, Norcini JJ, Baron-Maldonado M, et al. The relationship between competence and performance: implications for assessing practice performance. Medical Education. 2002;36(10):901-909. doi:10.1046/j.1365-2923.2002.01316.x
17.
Rethans JJ, Norcini JJ, Barón-Maldonado M, et al. The relationship between competence and performance: implications for assessing practice performance. Medical Education. 2002;36:901-909. doi:10.1046/j.1365-2923.2002.01316.x
18.
Rowntree, Derek. Assessing Students: How Shall We Know Them? Rev. ed. Kogan Page; 1987.
19.
Vleuten CPM. The assessment of professional competence: Developments, research and practical implications. Advances in Health Sciences Education. 1996;1(1):41-67. doi:10.1007/BF00596229
20.
Research Methods - Validity and Reliability in AllPsych Online. https://allpsych.com/research-methods/variablesvalidityreliability/validityreliability/
21.
Research Methods Knowledge Base. http://www.socialresearchmethods.net/kb/
22.
Cronbach LJ, Meehl PE. Construct validity in psychological tests. Psychological Bulletin. 1955;52(4):281-302. doi:10.1037/h0040957
23.
Messick S. Validity. In: Educational Measurement (The American Council on Education/Macmillan Series on Higher Education). Macmillan USA.
24.
Developing and maintaining an assessment system. https://www.researchgate.net/publication/264405740_Developing_and_Maintaining_an_Assessment_System-a_PMETB_Guide_to_Good_Practice
25.
Schuwirth LWT, van der Vleuten CPM. Programmatic assessment and Kane’s validity perspective. Medical Education. 2012;46(1):38-48. doi:10.1111/j.1365-2923.2011.04098.x
26.
Breakwell, Glynis M., Smith, Jonathan A., Wright, Daniel B. Research Methods in Psychology. 4th ed. SAGE; 2012.
27.
Downing SM, Haladyna TM. Validity threats: overcoming interference with proposed interpretations of assessment data. Medical Education. 2004;38(3):327-333. doi:10.1046/j.1365-2923.2004.01777.x
28.
Schuwirth LW. Assessing medical competence: finding the right answers. The Clinical Teacher. 2004;1(1):14-18. doi:10.1111/j.1743-498X.2004.00012.x
29.
Schuwirth LW. Assessing medical competence: finding the right answers. The Clinical Teacher. 2004;1(1):14-18. doi:10.1111/j.1743-498X.2004.00012.x
30.
Downing SM. Reliability: on the reproducibility of assessment data. Medical Education. 2004;38(9):1006-1012. doi:10.1111/j.1365-2929.2004.01932.x
31.
Murphy DJ, Bruce DA, Mercer SW, Eva KW. The reliability of workplace-based assessment in postgraduate medical education and training: a national evaluation in general practice in the United Kingdom. Advances in Health Sciences Education. 2009;14(2):219-232. doi:10.1007/s10459-008-9104-8
32.
Tighe J, McManus I, Dewhurst NG, Chis L, Mucklow J. The standard error of measurement is a more appropriate measure of quality for postgraduate medical assessments than is reliability: an analysis of MRCP(UK) examinations. BMC Medical Education. 2010;10(1). doi:10.1186/1472-6920-10-40
33.
Schuwirth LWT, van der Vleuten CPM. General overview of the theories used in assessment: AMEE Guide No. 57. Medical Teacher. 2011;33(10):783-797. doi:10.3109/0142159X.2011.611022
34.
Nunnally, Jum C., Bernstein, Ira H. Psychometric Theory. Vol McGraw-Hill series in psychology. 3rd ed. McGraw-Hill; 1994.
35.
Ricketts C. A plea for the proper use of criterion-referenced tests in medical assessment. Medical Education. 2009;43(12):1141-1146. doi:10.1111/j.1365-2923.2009.03541.x
36.
Friedman Ben-Davis M. AMEE Guide No. 18: Standard setting in student assessment. Medical Teacher. 2000;22(2):120-130. doi:10.1080/01421590078526
37.
Norcini JJ. Setting standards on educational tests. Medical Education. 2003;37(5):464-469. doi:10.1046/j.1365-2923.2003.01495.x
38.
Norcini JJ. Setting standards on educational tests. Medical Education. 2003;37:464-469. doi:10.1046/j.1365-2923.2003.01495.x
39.
Downing SM, Tekian A, Yudkowsky R. RESEARCH METHODOLOGY: Procedures for Establishing Defensible Absolute Passing Scores on Performance Examinations in Health Professions Education. Teaching and Learning in Medicine. 2006;18(1):50-57. doi:10.1207/s15328015tlm1801_11
40.
Bandaranayake RC. Setting and maintaining standards in multiple choice examinations: AMEE Guide No. 37. Medical Teacher. 2008;30(9-10):836-845. doi:10.1080/01421590802402247
41.
Liu M, Liu KM. Setting Pass Scores for Clinical Skills Assessment. The Kaohsiung Journal of Medical Sciences. 2008;24(12):656-663. doi:10.1016/S1607-551X(09)70032-4
42.
Wood TJ, Humphrey-Murto SM, Norman GR. Standard Setting in a Small Scale OSCE: A Comparison of the Modified Borderline-Group Method and the Borderline Regression Method. Advances in Health Sciences Education. 2006;11(2):115-122. doi:10.1007/s10459-005-7853-1
43.
Cohen-Schotanus J, van der Vleuten CPM. A standard setting method with the best performing students as a point of reference: Practical and affordable. Medical Teacher. 2010;32(2):154-160. doi:10.3109/01421590903196979
44.
Hurley KF. OSCE and Clinical Skills Handbook. Second edition. Elsevier/Saunders; 2011.
45.
Epstein RM. Assessment in Medical Education. Cox M, Irby DM, eds. New England Journal of Medicine. 356(4):387-396. doi:10.1056/NEJMra054784
46.
Schuwirth, Lambert W. T., Vleuten, C. van der, Association for the Study of Medical Education. How to Design a Useful Test: The Principles of Assessment. Vol Understanding medical education. ASME; 2006.
47.
Schuwirth LWT. ABC of learning and teaching in medicine: Written assessment. BMJ. 2003;326(7390):643-645. doi:10.1136/bmj.326.7390.643
48.
Schuwirth LWT, van der Vleuten CPM. ABC Of Learning And Teaching In Medicine: Written Assessment. BMJ: British medical journal. 2003;326(7390):643-645. http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/25453994
49.
Dory V, Gagnon R, Charlin B. Is case-specificity content-specificity? An analysis of data from extended-matching questions. Advances in Health Sciences Education. 2010;15(1):55-63. doi:10.1007/s10459-009-9169-z
50.
Farmer EA, Page G. A practical guide to assessing clinical decision-making skills using the key features approach. Medical Education. 2005;39(12):1188-1194. doi:10.1111/j.1365-2929.2005.02339.x
51.
Farmer EA, Page G. A practical guide to assessing clinical decision-making skills using the key features approach. Medical education. 2005;39(12):1188-1194. doi:10.1111/j.1365-2929.2005.02339.x
52.
Gagnon R, Charlin B, Roy L, et al. The Cognitive Validity of the Script Concordance Test: A Processing Time Study. Teaching and Learning in Medicine. 2006;18(1):22-27. doi:10.1207/s15328015tlm1801_6
53.
Tweed M, Wilkinson T. A randomized controlled trial comparing instructions regarding unsafe response options in a MCQ examination. Medical Teacher. 2009;31(1):51-54. doi:10.1080/01421590802146018
54.
National Board of Medical Examiners. Constructing Written Test Questions For the Basic and Clinical Sciences. http://www.nbme.org/publications/item-writing-manual.html
55.
Brigden D. Constructing a learning portfolio. BMJ. 1999;319(7201):2a-2a. doi:10.1136/bmj.319.7201.2a
56.
Challis M. AMEE Medical Education Guide No.11 (revised): Portfolio-based learning and assessment in medical education. Medical Teacher. 1999;21(4):370-386. doi:10.1080/01421599979310
57.
Challis M. Portfolios and assessment: meeting the challenge. Medical Teacher. 2001;23(5):437-440. doi:10.1080/01421590120075643
58.
Does a student log provide a means to better structure clinical education? Medical Education. 1999;33(2):89-94. doi:10.1046/j.1365-2923.1999.00285.x
59.
Driessen E, van Tartwijk J, Vermunt J, van der Vleuten C. Use of portfolios in early undergraduate medical training. Medical Teacher. 2003;25(1):18-23. doi:10.1080/0142159021000061378
60.
Driessen E, van der Vleuten C, Schuwirth L, van Tartwijk J, Vermunt J. The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: a case study. Medical Education. 2005;39(2):214-220. doi:10.1111/j.1365-2929.2004.02059.x
61.
Driessen EW, Overeem K, van Tartwijk J, van der Vleuten CPM, Muijtjens AMM. Validity of portfolio assessment: which qualities determine ratings? Medical Education. 2006;40(9):862-866. doi:10.1111/j.1365-2929.2006.02550.x
62.
Driessen EW, Muijtjens AMM, van Tartwijk J, van der Vleuten CPM. Web- or paper-based portfolios: is there a difference? Medical Education. 2007;41(11):1067-1073. doi:10.1111/j.1365-2923.2007.02859.x
63.
du Boulay C. From CME to CPD: getting better at getting better? BMJ. 2000;320(7232):393-394. doi:10.1136/bmj.320.7232.393
64.
Freeman, Richard T., Lewis, Roger. Planning and Implementing Assessment. Kogan Page; 1998.
65.
David MFB, Davis MH, Harden RM, Howie PW, Ker J, Pippard MJ. AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment. Medical Teacher. 2001;23(6):535-551. doi:10.1080/01421590120090952
66.
Hays RB. Reflecting on learning portfolios. Medical Education. 2004;38(8):801-803. doi:10.1111/j.1365-2929.2004.01831.x
67.
Brian Jolly. Clinical logbooks: recording clinical experiences may not be enough. Medical Education. 1999;33(2):86-88. doi:10.1046/j.1365-2923.1999.00386.x
68.
Mathers NJ, Challis MC, Howe AC, Field NJ. Portfolios in continuing medical education - effective and efficient? Medical Education. 1999;33(7):521-530. doi:10.1046/j.1365-2923.1999.00407.x
69.
O’sullivan PS, Reckase MD, McClain T, Savidge MA, Clardy JA. Demonstration of Portfolios to Assess Competency of Residents. Advances In Health Sciences Education. 2004;9(4):309-323. doi:10.1007/s10459-004-0885-0
70.
Pearson DJ, Heywood P. Portfolio use in general practice vocational training: a survey of GP registrars. Medical Education. 2004;38(1):87-95. doi:10.1111/j.1365-2923.2004.01737.x
71.
Pitts J, Coles C, Thomas P. Enhancing reliability in portfolio assessment: ‘shaping’ the portfolio. Medical Teacher. 2001;23(4):351-356. doi:10.1080/01421590120057021
72.
Pitts J, Coles C, Thomas P. Educational portfolios in the assessment of general practice trainers: reliability of assessors. Medical Education. 1999;33(7):515-520. doi:10.1046/j.1365-2923.1999.00445.x
73.
Pitts, John, Association for the Study of Medical Education. Portfolios, Personal Development and Reflective Practice. Vol Understanding medical education. ASME; 2007.
74.
Rees C. The use (and abuse) of the term ‘portfolio’. Medical Education. 2005;39(4):436-436. doi:10.1111/j.1365-2929.2005.02119.x
75.
Roberts C, Newble DI, O’Rourke AJ. Portfolio-based assessments in medical education: are they valid and reliable for summative purposes? Medical Education. 2002;36(10):899-900. doi:10.1046/j.1365-2923.2002.01288.x
76.
Schuwirth LWT, Vleuten CPM. A plea for new psychometric models in educational assessment. Medical Education. 2006;40(4):296-300. doi:10.1111/j.1365-2929.2006.02405.x
77.
Snadden D. Portfolios - attempting to measure the unmeasurable? Medical Education. 1999;33(7):478-479. doi:10.1046/j.1365-2923.1999.00446.x
78.
Snadden D, Thomas ML. Portfolio learning in general practice vocational training - does it work? MEDICAL EDUCATION. 1998;32(4):401-406. doi:10.1046/j.1365-2923.1998.00245.x
79.
Webb C, Endacott R, Gray M, et al. Models of portfolios. Medical Education. 2002;36(10):897-898. doi:10.1046/j.1365-2923.2002.01318.x
80.
Webb C, Endacott R, A Gray M, Jasper MA, McMullan M, Scholes J. Evaluating portfolio assessment systems: what are the appropriate criteria? Nurse Education Today. 2003;23(8):600-609. doi:10.1016/S0260-6917(03)00098-4
81.
Wilkinson TJ, Challis M, Hobma SO, et al. The use of portfolios for assessment of the competence and performance of doctors in practice. Medical Education. 2002;36(10):918-924. doi:10.1046/j.1365-2923.2002.01312.x
82.
Archer JC. Use of SPRAT for peer review of paediatricians in training. BMJ. 2005;330(7502):1251-1253. doi:10.1136/bmj.38447.610451.8F
83.
Archer J, Norcini J, Southgate L, Heard S, Davies H. mini-PAT (Peer Assessment Tool): A Valid Component of a National Assessment Programme in the UK? Advances in Health Sciences Education. 2008;13(2):181-192. doi:10.1007/s10459-006-9033-3
84.
Campbell LM, Howie JG, Murray TS. Use of videotaped consultations in summative assessment of trainees in general practice. British Journal of General Practice. 1995;45(392):137-141. http://0-bjgp.org.pugwash.lib.warwick.ac.uk/content/45/392/137
85.
Crossley J, Eiser C, Davies HA. Children and their parents assessing the doctor-patient interaction: a rating system for doctors’ communication skills. Medical Education. 2005;39(8):820-828. doi:10.1111/j.1365-2929.2005.02230.x
86.
Daelmans HEM, van der Hem-Stokroos HH, Hoogenboom RJI, Scherpbier AJJA, Stehouwer CDA, van der Vleuten CPM. Feasibility and reliability of an in-training assessment programme in an undergraduate clerkship. Medical Education. 2004;38(12):1270-1277. doi:10.1111/j.1365-2929.2004.02019.x
87.
Evans R. Review of instruments for peer assessment of physicians. BMJ. 2004;328(7450). doi:10.1136/bmj.328.7450.1240
88.
Govaerts MJB, Vleuten CPM, Schuwirth LWT, Muijtjens AMM. Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-training Assessment. Advances in Health Sciences Education. 2007;12(2):239-260. doi:10.1007/s10459-006-9043-1
89.
Murphy DJ, Bruce DA, Mercer SW, Eva KW. The reliability of workplace-based assessment in postgraduate medical education and training: a national evaluation in general practice in the United Kingdom. Advances in Health Sciences Education. 2009;14(2):219-232. doi:10.1007/s10459-008-9104-8
90.
Norcini JJ. The Mini-CEX (Clinical Evaluation Exercise): A Preliminary Investigation. Annals of Internal Medicine. 1995;123(10). doi:10.7326/0003-4819-123-10-199511150-00008
91.
Norcini JJ. ABC of learning and teaching in medicine: Work based assessment. BMJ. 2003;326(7392):753-755. doi:10.1136/bmj.326.7392.753
92.
Postgraduate Medical Education and Training Board. Developing and maintaining an assessment system - a PMETB guide to good practice. Published online 2007. http://www.gmc-uk.org/Assessment_good_practice_v0207.pdf_31385949.pdf
93.
Ramsey PG. Use of Peer Ratings to Evaluate Physician Performance. JAMA: The Journal of the American Medical Association. 1993;269(13). doi:10.1001/jama.1993.03500130069034
94.
Ringsted C, Henriksen AH, Skaarup AM, Van der Vleuten CPM. Educational impact of in-training assessment (ITA) in postgraduate medical education: a qualitative study of an ITA programme in actual practice. Medical Education. 2004;38(7):767-777. doi:10.1111/j.1365-2929.2004.01841.x
95.
Whitehouse A, Hassell A, Bullock A, Wood L, Wall D. 360 degree assessment (multisource feedback) of UK trainee doctors: Field testing of team assessment of behaviours (TAB). Medical Teacher. 2007;29(2-3):171-176. doi:10.1080/01421590701302951
96.
Moonen-van Loon JMW, Overeem K, Donkers HHLM, Vleuten CPM, Driessen EW. Composite reliability of a workplace-based assessment toolbox for postgraduate medical education. Advances in Health Sciences Education. 2013;18(5):1087-1102. doi:10.1007/s10459-013-9450-z
97.
Bullock AD, Hassell A, Markham WA, Wall DW, Whitehouse AB. How ratings vary by staff group in multi-source feedback assessment of junior doctors. Medical Education. 2009;43(6):516-520. doi:10.1111/j.1365-2923.2009.03333.x
98.
Cleland JA, Knight LV, Rees CE, Tracey S, Bond CM. Is it me or is it them? Factors that influence the passing of underperforming students. Medical Education. 2008;42(8):800-809. doi:10.1111/j.1365-2923.2008.03113.x
99.
Davies H, Archer J, Bateman A, et al. Specialty-specific multi-source feedback: assuring validity, informing training. Medical Education. 2008;42(10):1014-1020. doi:10.1111/j.1365-2923.2008.03162.x
100.
Hill F, Kendall K, Galbraith K, Crossley J. Implementing the undergraduate mini-CEX: a tailored approach at Southampton University. Medical Education. 2009;43(4):326-334. doi:10.1111/j.1365-2923.2008.03275.x
101.
Kogan JR, Holmboe ES, Hauer KE. Tools for Direct Observation and Assessment of Clinical Skills of Medical Trainees. JAMA. 2009;302(12). doi:10.1001/jama.2009.1365
102.
Postgraduate Medical Education and Training Board. Workplace Based Assessment: A Guide for Implementation. Published online 2009. http://train-com.de/mediadb/9468/20532/eng41_workplace.pdf
103.
Richards SH, Campbell JL, Walshaw E, Dickens A, Greco M. A multi-method analysis of free-text comments from the UK General Medical Council Colleague Questionnaires. Medical Education. 2009;43(8):757-766. https://go.exlibris.link/dqJBlzww