How does information provided to judges during the modified Angoff process influence their standard setting decisions? Looking into the black box - a pilot qualitative study of standard setting in a UK medical school. (Presentation material)
Fowell, S. L., Fewtrell, R., Coulby, C., Garner, J., & Jha, V. (2016). How does information provided to judges during the modified Angoff process influence their standard setting decisions? Looking into the black box - a pilot qualitative study of standard setting in a UK medical school.. Exeter University.
2010
Providing feedback to medical undergraduates from formative and summative written assessments. (Conference Paper)
Fowell, S. L., & Taylor, D. C. M. T. (2010). Providing feedback to medical undergraduates from formative and summative written assessments.. In Annual Scientific Meeting Association of Medical Education (ASME). (pp. ??). Cambridge: ASME.
2008
'Can judges conceptualise the borderline student when applying the modified Angoff method?' (Conference Paper)
Fowell, S. L., Fewtrell, R., & Taylor, D. C. M. (2008). 'Can judges conceptualise the borderline student when applying the modified Angoff method?'. In ASME 2008 (pp. 1). Leicester: ASME.
Estimating the Minimum Number of Judges Required for Test-centred Standard Setting on Written Assessments. Do Discussion and Iteration have an Influence? (Journal article)
Fowell, S. L., Fewtrell, R., & McLaughlin, P. J. (2008). Estimating the Minimum Number of Judges Required for Test-centred Standard Setting on Written Assessments. Do Discussion and Iteration have an Influence?. Advances in Health Scienes Education, 13(1), 11-24.
2007
'Can judges conceptualise the borderline student? Exploring the relationship between question ratings and question difficulty for the Ebel standard setting method' (Conference Paper)
Fowell, S. L., Fewtrell, R., Dangerfield, P., & Taylor, D. C. (2007). 'Can judges conceptualise the borderline student? Exploring the relationship between question ratings and question difficulty for the Ebel standard setting method'. In 2007 ASME Annual scientific meeting (pp. 1). Keele: ASME.
Can judges conceptualise the borderline student? Exploring the relationship between question ratings and question difficulty for the Ebel standard setting method. (Performance)
Fowell, S. L., Fewtrell, R., Dangerfield, P., & Taylor, D. C. (2007). Can judges conceptualise the borderline student? Exploring the relationship between question ratings and question difficulty for the Ebel standard setting method. [Public Performance].
2006
'Estimating the minimum number of judges required for test-centred standard setting on written assessments. Do discussion and iteration have an influence?' (Journal article)
Fowell, S. L., Fewtrell, R., & McLaughlin, P. J. (2006). 'Estimating the minimum number of judges required for test-centred standard setting on written assessments. Do discussion and iteration have an influence?'. Advances in Health Science Education.
Does time of leaving multiple choice-type assessments correlate with performance? (Performance)
Fowell, S. L., Fewtrell, R., & Taylor, D. C. M. (2006). Does time of leaving multiple choice-type assessments correlate with performance? [Paper].
2005
'An introduction to standard setting' (Performance)
Fowell, S. L. (2005). 'An introduction to standard setting' [Paper].
'How low can you go? Estimating the minimum number of judges required for reliable standard setting of medical-school based assessments by application of generalisability theory' (Performance)
Fowell, S. L., Fewtrell, R., & McLaughlin, P. J. (2005). 'How low can you go? Estimating the minimum number of judges required for reliable standard setting of medical-school based assessments by application of generalisability theory' [Paper].
'Investigation of the reliability of undergraduate final year record of intraining assessment' (Performance)
Fewtrell, R., Fowell, S. L., Chamberlain, M., Griffiths, R. D. G., & McLaughlin, P. J. (2005). 'Investigation of the reliability of undergraduate final year record of intraining assessment' [Paper].
'What standard setting method provides a fair and defensible pass mark in clinical skills OSCE within the resources available?' (Performance)
Collier, D., Fewtrell, R., Fowell, S. L., & McLaughlin, P. J. (2005). 'What standard setting method provides a fair and defensible pass mark in clinical skills OSCE within the resources available?' [Paper].
How low can you go? Estimating the number of judges required for reliable standard setting by application of generalisability theory (Performance)
Fowell, S. L., Fewtrell, R., & McLaughlin, P. J. (2005). How low can you go? Estimating the number of judges required for reliable standard setting by application of generalisability theory [Public Performance].
What standard setting method provides a fair and defensible passmark in clinical skills OSCE within the resources available (Performance)
Collier, D., Fewtrell, R., Fowell, S. L., & McLaughlin, P. J. (2005). What standard setting method provides a fair and defensible passmark in clinical skills OSCE within the resources available [Public Performance].