Comparison of formula and number-right scoring in undergraduate medical training: a Rasch model analysis
Author:
Funder
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Publisher
Springer Science and Business Media LLC
Subject
Education,General Medicine
Link
http://link.springer.com/content/pdf/10.1186/s12909-017-1051-8.pdf
Reference38 articles.
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2. Wrigley W, Van der Vleuten CPM, Freeman A, Muijtjens A. A systemic framework for the progress test: strengths, constraints and issues: AMEE guide no. 71. Med Teach. 2012;31:683–97.
3. De Champlain AF, Cuddy MM, Scoles PV, Brown M, Swanson DB, Holtzman K, et al. Progress testing in clinical science education: results of a pilot project between the National Board of medical examiners and a US medical school. Med Teach. 2010;32:503–8.
4. Schuwirth LWT, Van der Vleuten CPM. The use of progress testing. Perspect Med Educ. 2012;1(1):24–30.
5. Lord FM. Formula scoring and number-right scoring. J Educ Meas. 1975;12(1):7–11.
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