How to design a useful test: the principles of assessment

Lambertus Schuwirth, Cees Van der Vleuten

    Research output: Chapter in Book/Report/Conference proceedingChapter

    20 Citations (Scopus)
    Original languageEnglish
    Title of host publicationUnderstanding Medical Education
    Subtitle of host publicationEvidence, Theory and Practice
    PublisherWiley-Blackwell
    Pages195-207
    Number of pages13
    ISBN (Electronic)9781444320282
    ISBN (Print)9781405196802
    DOIs
    Publication statusPublished - 28 Jun 2010

    Keywords

    • Classical test theory (CTT) - CTT working best with multiple-choice tests, answering identical questions
    • Content validity or direct validity
    • Designing a useful test - principles of assessment
    • Good assessment, no single method - testing whole of medical competence and performance
    • Mini-CEX, generic form with rating scales - examiner scoring a patient encounter
    • Objective Structured Clinical Examinations (OSCEs) and simulated patient (SP)-based examinations
    • Popular assessment instruments
    • Rasch modelling (RM) and item-response theory (IRT)
    • Reliability of method - to reproducibility of its results
    • Reliability, central concept in test theory - similar results with different candidates

    Cite this

    Schuwirth, L., & Van der Vleuten, C. (2010). How to design a useful test: the principles of assessment. In Understanding Medical Education: Evidence, Theory and Practice (pp. 195-207). Wiley-Blackwell. https://doi.org/10.1002/9781444320282.ch14