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| 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 Park, Mi Kyoung Yim, Na Jin Kim, Duck Sun Ahn, Young-Min Kim |
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J Educ Eval Health Prof. 2020;17:28 Published online October 5, 2020 DOI: https://doi.org/10.3352/jeehp.2020.17.28 |
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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 Journal of Educational Evaluation for Health Professions. 2020;17:28  Comparison of results between modified-Angoff and bookmark methods for estimating cut score of the Korean medical licensing examination Korean Journal of Medical Education. 2018;30(4):347-357 Comparison of standard-setting methods for the Korean Radiological Technologist Licensing Examination: Angoff, Ebel, bookmark, and Hofstee Journal of Educational Evaluation for Health Professions. 2018;15:32 The Impact of Examinee Performance Information on Judges’ Cut Scores in Modified Angoff Standard-Setting Exercises Educational Measurement: Issues and Practice. 2014;33(1):15-22 Comparison of validity of Bookmark and Angoff Standard Setting Methods in Medical performance tests . 2020; Using the Angoff method to set a standard on mock exams for the Korean Nursing Licensing Examination Journal of Educational Evaluation for Health Professions. 2020;17:14 Comparison of two methods of standard setting: the performance of the three-level Angoff method Medical Education. 2011;45(12):1199-1208 Reconsidering the Cut Score of Korean National Medical Licensing Examination Journal of Educational Evaluation for Health Professions. 2007;4:1 A Pychometric Approach to Setting a Passing Score on Korean National Medical Licensing Examination Journal of Educational Evaluation for Health Professions. 2004;1:5 An Examination of the Replicability of Angoff Standard Setting Results Within a Generalizability Theory Framework Journal of Educational Measurement. 2014;51(2):127-140 |
