| Standard setting method | MCQ | OSCE | SAQ | MiniCeX | OSLER | Essay | Portfolio | Portfolio viva | DOPS | Long case | Ward simulation exercise | OSPE/ Anatomy spot exam | SSC | Total |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Frequency (%)† | ||||||||||||||
| Anchor Statements with common marking scheme (CMS) | 1 (3.3) | 2 (6.9) | 1 (7.7) | 2 (66.7) | 1 (33.3) | 1 (20) | 1 (100) | - | 1 (100) | - | - | 2 (40) | 1 (100) | 13 (13.7) |
| Anchor statements with CMS and fixed pass mark | - | - | - | 1 (33.3) | - | - | - | 1 (50) | - | - | - | - | - | 2 (2.1) |
| Angoff | 16 (53.3) | 2 (6.9) | 8 (61.5) | - | - | 1 (20) | - | - | - | - | - | 1 (20) | - | 28 (29.5) |
| Angoff and Hofstee | 2 (6.7) | - | - | - | - | - | - | - | - | - | - | - | - | 2 (2.1) |
| Borderline group | - | 11 (37.9) | - | - | - | - | - | 1 (50) | - | - | - | - | - | 12 (12.6) |
| Borderline group and Hofstee | - | 1 (3.4) | - | - | - | - | - | - | - | - | - | - | - | 1 (1.1) |
| Borderline regression | - | 12 (41.4) | - | - | 1 (33.3) | - | - | - | - | 1 (100) | - | - | - | 14 (14.7) |
| Ebel | 5 (16.7) | 1 (3.4) | 1 (7.7) | - | - | - | - | - | - | - | - | - | - | 7 (7.4) |
| Ebel and Rasch analysis | 1 (3.3) | - | - | - | - | - | - | - | - | - | - | - | - | 1 (1.1) |
| Fixed pass mark | 3 (10.0) | - | 2 (15.4) | - | 1 (33.3) | 3 (60) | - | - | - | - | - | - | - | 9 (9.5) |
| Hofstee | 2 (6.7) | - | 1 (7.7) | - | - | - | - | - | - | - | - | 2 (40) | - | 5 (5.3) |
| Rasch analysis | - | - | - | - | - | - | - | - | - | - | 1 (100) | - | - | 1 (1.1) |
| Total | 30 (100) | 29 (100) | 13 (100) | 3 (100) | 3 (100) | 5 (100) | 1 (100) | 2 (100) | 1 (100) | 1 (100) | 1 (100) | 5 (100) | 1 (100) | 95 (100) |
*Abbreviations in column headers are defined in the methods section of this paper under 'Use of terminology'. The symbol ‘-’ is used to denote all instances where the corresponding combination of standard setting technique and assessment style was not selected by any respondent as pertaining to pre-clinical years at their medical school. †Frequencies and percentages pertain to instances of use of the given standard setting approach for the listed assessment type and as such, may include multiple instances for a given medical school.
Int J Med Educ. 2015; 6:125-135; doi: 10.5116/ijme.560e.c964