Do We Know Who the Person With the Borderline Score is, in Standard-Setting and Decision-Making

The glossary of education reform. Retrieved 4th May 2019 https://www.edglossary.org/assessment/. Norcini, 2002, Combining tests and setting standards, Int Handbook Med Res Educ, 7, 811, 10.1007/978-94-010-0462-6_30 Angoff, 1971, Scales, norms, and equivalent scores, 508 Ebel, 1972 Yudkowsky, 2014, Clinically discriminating checklists versus thoroughness checklists: improving the validity of performance test scores, Acad Med, 89, 1057, 10.1097/ACM.0000000000000235 Livingston, 1982 Hofstee, 1983, The case for compromise in educational selection and grading, 109 Kampe, 2019, The standard-setting process: validating interpretations of stakeholders, Large Scale Assess Educ, 7, 71 De Champlain, 2014 Friedman, 2000, AMEE Guide No. 18: Standard setting in student assessment, Med Teach, 22, 120, 10.1080/01421590078526 Hejri, 2014, Standard setting in medical education: fundamental concepts and emerging challenges, Med J Islam Repub Iran, 1 Royal, 2017, Four tenets of modern validity theory for medical education assessment and evaluation, Adv Med Educ Pract, 8, 567, 10.2147/AMEP.S139492 Brown, 1997 Sturmberg, 2010, Borderline competence–from a complexity perspective: conceptualization and implementation for certifying examinations, J Eval Clin Pract, 16, 867, 10.1111/j.1365-2753.2010.01501.x Cusimano, 1996, Standard setting in medical education, Acad Med, 71, S112, 10.1097/00001888-199610000-00062 George, 2006, Standard setting: comparison of two methods, BMC Med Educ, 6, 10.1186/1472-6920-6-46 Tannenbaum, 2015, Consistency of angoff-based standard-setting judgments: are item judgments and passing scores replicable across different panels of experts?, Educ Assess, 20, 66, 10.1080/10627197.2015.997619 Zieky, 2001, So much has changed: how the setting of cut-scores has evolved since the 1980s, 19 2015 Burr, 2019, Angoff anchor statements: setting a flawed gold standard?, AMEE Med Educ Publ Leggett, 2011 Homer, 2016, Setting standards in knowledge assessments: comparing Ebel and Cohen via Rasch, Med Teach, 38, 1267, 10.1080/0142159X.2016.1230184 Kukuckaa, 2017, Cognitive bas and blindness: a global survey of forensic science examiners, J Appl Res Memory Cogn, 6, 452, 10.1016/j.jarmac.2017.09.001 Van der Vossen, 2019, ’Failure to fail’: the teacher’s dilemma revisited, Med Educ, 53, 108, 10.1111/medu.13772 Yepes-Rios, 2016, The failure to fail underperforming trainees in health professions education: a BEME systematic review: BEME Guide No. 42, Med Teach, 38, 1092, 10.1080/0142159X.2016.1215414 Wilkinson, 2011, Joining the dots: conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress, BMC Med Educ, 11, 29, 10.1186/1472-6920-11-29 Homer, 2017, Problematizing the concept of the "borderline" group in performance assessments, Med Teach, 39, 469, 10.1080/0142159X.2017.1296563 Cook, 2015, A contemporary approach to validity arguments: a practical guide to Kane’s framework, Med Educ, 49, 560, 10.1111/medu.12678 Kane, 2013, Validating the interpretations and uses of test scores, J Educ Meas, 50, 1, 10.1111/jedm.12000 Van der Vleuten, 2012, A model for programmatic assessment fit for purpose, Med Teach, 34, 205, 10.3109/0142159X.2012.652239