Validation of an Online Assessment of Orthopedic Surgery Residents' Cognitive Skills and Preparedness for Carpal Tunnel Release Surgery

Shanedling, Janet; Heest, Ann E. Van; Rodriguez, Michael J.; Putnam, Matthew D.; Agel, Julie

doi:10.4300/jgme-d-09-00103.1

Cited by 9 publications

(2 citation statements)

References 13 publications

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“…Shanedling et al found that two online instruments designed to assess residents' perception of preparedness and cognitive skills were both valid and reliable predictors of their readiness to successfully pass a cadaveric motor skills test of carpal tunnel release 86 .…”

Section: Cadaver and Computer Software Toolsmentioning

confidence: 99%

Orthopaedic Graduate Medical Education: A Changing Paradigm

et al. 2014

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Section: Cadaver and Computer Software Toolsmentioning

confidence: 99%

Orthopaedic Graduate Medical Education: A Changing Paradigm

et al. 2014

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“…In many ways, these advances have resulted in improved measurement because innovative formats allow test items to better represent the constructs they are written to measure. For example, in testing of health science students and medical professionals, skill in performing complicated surgical procedures can be tested using video or even three-dimensional simulations of specific anatomical regions (Shanedling, Van Heest, Rodriguez, Putnam, & Agel, 2010). In the testing of mathematics or statistics, test items may integrate spreadsheets or plots to better gauge students' understanding.…”

Section: Item-writing Guidelinesmentioning

confidence: 99%

Objective testing of educational achievement.

Rodriguez¹,

Haladyna²

2013

APA Handbook of Testing and Assessment in Psychology, Vol. 1: Test Theory and Testing and Assessment in Industrial and Organiza

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Educational achievement tests can be classified in many ways. Perhaps the most global classification is the distinction between standardized and teachermade tests. This distinction clarifies the degree to which content, format, administration, and scoring are standardized or left to the discretion of the teacher or testing agent (see Volume 3, Chapter 16, this handbook). Another distinction in educational tests is the format of the test items. More commonly used tests are classified as objectively or subjectively scored. The extent to which tests are objective or subjective is usually a function of the type of scoring required given the item or task type. These terms are components of a continuum rather than a dichotomous choice. Although some items might be considered strictly objectively scored because a correct response is known and responses may be machine scored (or scored with a key), other items may be subjectively scored because they require human scoring or a complex scoring guide such as a rubric, with which many correct (or partially correct) responses are possible. Even so, many forms of subjectively scored items, such as short-answer constructed-response (CR) items or even essays, may be scored with simple to complex computer scoring engines. Perhaps most performance assessments, with complex multidimensional aspects, are most unlikely to be objectively scored (see Chapter 20, this volume).When focused more specifically on the nature of the test items or tasks themselves, additional classification schemes are possible. The two categories used in this chapter are selected-response (SR) and CR items. For SR items, options are available from which to select responses, whereas for CR items, the respondent must construct or produce a response because none are available for selection. Similarly, items may be considered fixed-response items (SR) versus free-response or production items (CR). In practice, most educational test developers use the terms multiple choice (selected response) and constructed response because these formats are predominant in current educational tests. However, multiple choice as a label refers to a specific class of selection items, and so it is not all encompassing. Within the two classifications of SR items and CR items, there are many possible formats. In the class of CR items are formats that could be objectively scored, including the cloze, fill-in-the-blank, grid-in response, and short-answer formats and even some experiments or tasks that result in specific products. More subjectively scored production items include demonstrations, debates, essays, exhibitions, interviews, observations, and more complex performance tasks, portfolios, projects, and research papers (see Haladyna & Rodriguez, in press, for a comprehensive review of these types).The focus of this chapter is on objective testing of educational achievement and thus items that lend themselves to objective scoring (see Chapter 19, this volume, for additional perspectives). This category includes a wide range of SR i...

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