Homer, MS orcid.org/0000-0002-1161-5938, Fuller, R and Pell, G (2018) The benefits of sequential testing: Improved diagnostic accuracy and better outcomes for failing students. Medical Teacher, 40 (3). pp. 275-284. ISSN 0142-159X
Abstract
Introduction: In recent decades, there has been a move towards standardized models of assessment where all students sit the same test (e.g. OSCE). By contrast, in a sequential test the examination is in two parts, a “screening” test (S1) that all candidates take, and then a second “test” (S2) which only the weaker candidates sit. This article investigates the diagnostic accuracy of this assessment design, and investigates failing students’ subsequent performance under this model.
Methods: Using recent undergraduate knowledge and performance data, we compare S1 “decisions” to S2 overall pass/fail decisions to assess diagnostic accuracy in a sequential model. We also evaluate the longitudinal performance of failing students using changes in percentile ranks over a full repeated year.
Findings: We find a small but important improvement in diagnostic accuracy under a sequential model (of the order 2–4% of students misclassified under a traditional model). Further, after a resit year, weaker students’ rankings relative to their peers improve by 20–30 percentile points.
Discussion: These findings provide strong empirical support for the theoretical arguments in favor of a sequential testing model of assessment, particularly that diagnostic accuracy and longitudinal assessment outcomes post-remediation for the weakest students are both improved.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Medical Teacher on 24 Nov 2017, available online: http://www.tandfonline.com/10.1080/0142159X.2017.1404561. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | OSCE; sequential testing; assessment quality |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Medical Education > Medical Education Unit (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 14 Nov 2017 16:08 |
Last Modified: | 24 Nov 2018 01:38 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/0142159X.2017.1404561 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:123870 |