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Implementing statistical equating for MRCP(UK) parts 1 and 2.

McManus, IC; Chis, L; Fox, R; Waller, D; Tang, P; (2014) Implementing statistical equating for MRCP(UK) parts 1 and 2. BMC Med Educ , 14 , Article 204. 10.1186/1472-6920-14-204. Green open access

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Abstract

The MRCP(UK) exam, in 2008 and 2010, changed the standard-setting of its Part 1 and Part 2 examinations from a hybrid Angoff/Hofstee method to statistical equating using Item Response Theory, the reference group being UK graduates. The present paper considers the implementation of the change, the question of whether the pass rate increased amongst non-UK candidates, any possible role of Differential Item Functioning (DIF), and changes in examination predictive validity after the change.

Type: Article
Title: Implementing statistical equating for MRCP(UK) parts 1 and 2.
Location: England
Open access status: An open access version is available from UCL Discovery
DOI: 10.1186/1472-6920-14-204
Publisher version: http://dx.doi.org/10.1186/1472-6920-14-204
Language: English
Additional information: PMCID: PMC4182791 © 2014 McManus et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/1450316
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