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J Educ Eval Health Prof > Epub ahead of print
J Educ Eval Health Prof. 2020; 17: 28.
Published online October 5, 2020.
DOI: https://doi.org/10.3352/jeehp.2020.17.28
[Epub ahead of print]
Similarity of the cut score in test sets with different item amounts using the modified Angoff, modified Ebel, and Hofstee standard-setting methods for the Korean Medical Licensing Examination
Janghee Park1  , Mi Kyoung Yim2  , Na Jin Kim3  , Duck Sun Ahn4  , Young-Min Kim3 
1Department of Medical Education, Soonchunhyang University College of Medicine, Asan, Korea
2Korea Health Personnel Licensing Examination Institute, Seoul, Korea
3College of Medicine, The Catholic University of Korea, Seoul, Korea
4Korea University College of Medicine, Seoul, Korea
Correspondence  Mi Kyoung Yim ,Email: mkyim@kuksiwon.or.kr
Editor:  Sun Huh, Hallym University, Korea
Submitted: September 7, 2020  Accepted after revision: September 27, 2020
Abstract
Purpose
The Korea Medical Licensing Exam (KMLE) typically contains a large number of items. The purpose of this study was to investigate whether there is a difference in the cut score between evaluating all items of the exam and evaluating only some items when conducting standard-setting.
Methods
We divided the item sets that appeared on 3 recent KMLEs for the past 3 years into 4 subsets of each year of 25% each based on their item content categories, discrimination index, and difficulty index. The entire panel of 15 members assessed all the items (360 items, 100%) of the year 2017. In split-half set 1, each item set contained 184 (51%) items of year 2018 and each set from split-half set 2 contained 182 (51%) items of the year 2019 using the same method. We used the modified Angoff, modified Ebel, and Hofstee methods in the standard-setting process.
Results
Less than a 1% cut score difference was observed when the same method was used to stratify item subsets containing 25%, 51%, or 100% of the entire set. When rating fewer items, higher rater reliability was observed.
Conclusion
When the entire item set was divided into equivalent subsets, assessing the exam using a portion of the item set (90 out of 360 items) yielded similar cut scores to those derived using the entire item set. There was a higher correlation between panelists’ individual assessments and the overall assessments.
Keywords: Licensure, Medical; Educational Measurement; Standard setting; Angoff; Ebel; Hofstee
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