Zobrazeno 1 - 10
of 133
pro vyhledávání: '"Angoff method"'
Autor:
Akbari, Alireza, Shahrokhi, Mohsen
Publikováno v:
Quality Assurance in Education, 2024, Vol. 32, Issue 3, pp. 493-509.
Externí odkaz:
http://www.emeraldinsight.com/doi/10.1108/QAE-12-2023-0208
Publikováno v:
Journal of Patient-Reported Outcomes, Vol 8, Iss 1, Pp 1-10 (2024)
Abstract Background The Upper Digestive Disease (UDD) Tool™ is used to monitor symptom frequency, intensity, and interference across nine symptom domains and includes two Patient-Reported Outcome Measurement Information System (PROMIS) domains asse
Externí odkaz:
https://doaj.org/article/6a5b5627b451459faec21837644ace48
Akademický článek
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Autor:
Wenchao Mao, Difan Lu, Jia Zhou, Junhai Zhen, Jing Yan, Li Li, Zhejiang Provincial Critical Care Clinical Research Group
Publikováno v:
BMC Medical Education, Vol 22, Iss 1, Pp 1-12 (2022)
Abstract Background Patients with sepsis have a high mortality rate, accumulated evidences suggest that an optimal antibiotic administration strategy based on pharmacokinetics/pharmacodynamics (PK/PD) can improve the prognosis of septic patients. The
Externí odkaz:
https://doaj.org/article/39212b93f13443fc82c94cd5bc0b0fe7
Autor:
Qetelo Moloi, Anil Kanjee
Publikováno v:
South African Journal of Education, Vol 41, Iss 4, Pp 1-9 (2021)
The study reported on here contributes to the growing body of knowledge on the use of standard setting methods for improving the reporting and utility value of assessment results in South Africa as well as for addressing the conceptual shortcomings o
Externí odkaz:
https://doaj.org/article/548607e19837489fa5969c7523445abd
Publikováno v:
Large-scale Assessments in Education, Vol 7, Iss 1, Pp 1-25 (2019)
Abstract Background Stakeholders’ interpretations of the findings of large-scale educational assessments can influence important decisions. In the context of educational assessment, standard-setting remains an especially critical element, because i
Externí odkaz:
https://doaj.org/article/a2ccc842797945b7b154e696bf91e541
Publikováno v:
Health Professions Education, Vol 6, Iss 4, Pp 617-625 (2020)
Purpose: When assessing clinical competence, health professional educators use assessments of knowledge attainment, skills acquisition, and professional development, which impact on decision-making for student’s training progression. Given the impa
Externí odkaz:
https://doaj.org/article/52cb556207104621aab28b942cbda4c1
Publikováno v:
Высшее образование в России, Vol 29, Iss 6, Pp 136-143 (2020)
It is necessary to develop special assessment tools for international students, which will comply with the principles of evidence-based education. This is especially important in the context of Russian higher education export. Multiple choice questio
Externí odkaz:
https://doaj.org/article/1bde60f9fb0145bd9ddc227b181e3a5c
Autor:
Pedro Tadao Hamamoto Filho, Eduardo Silva, Zilda Maria Tosta Ribeiro, Maria de Lourdes Marmorato Botta Hafner, Dario Cecilio-Fernandes, Angélica Maria Bicudo
Publikováno v:
São Paulo Medical Journal, Vol 138, Iss 1, Pp 33-39 (2020)
ABSTRACT BACKGROUND: Progress tests are longitudinal assessments of students’ knowledge based on successive tests. Calibration of the test difficulty is challenging, especially because of the tendency of item-writers to overestimate students’ per
Externí odkaz:
https://doaj.org/article/62763b37ac4645c3affb95a4d91fda67
Using the Angoff method to set a standard on mock exams for the Korean Nursing Licensing Examination
Autor:
Mi Kyoung Yim, Sujin Shin
Publikováno v:
Journal of Educational Evaluation for Health Professions, Vol 17 (2020)
Purpose This study explored the possibility of using the Angoff method, in which panel experts determine the cut score of an exam, for the Korean Nursing Licensing Examination (KNLE). Two mock exams for the KNLE were analyzed. The Angoff standard set
Externí odkaz:
https://doaj.org/article/161e3d4c657f4c58820a3d2933b3ea89