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Establishing test marks and reporting them to students is a difficult task for key medical educators. Failing a test is usually an unpleasant experience for any student. Therefore, medical educators must ensure the “reasonableness” of the pass mark and additionally, the quality of all test items. A poorly established pass mark and/or defective items may increase the number of students who fail unfairly. Furthermore, student complaints, legal actions and political issues may arise when pass marks are determined with poor procedural, internal or external validity. In any criterionreferenced assessment, the process of post hoc item judgment is essential and should be considered as a vital step in the validation of the standard setting method. Benefits of using post hoc item data Standard setting should aim to accurately pinpoint any individual student’s performance along a continuum. Therefore, pass mark setters should be aware of the ability range of their students, the upper and lower limits of the continuum, when undertaking the task of rating items during standard setting. By reference to post hoc impact data (i.e. students actual performance data), standard setters may gain greater understanding of the performance of their students when judging future items. Post hoc item analysis can also encourage discussion between standard setters and thereby helps to minimise subjective errors of standard setters when judging student ability in future. It is important to remember, that when standard setters establish a reasonable pass mark, those students who have received a mark immediately on either side of the pass mark are actually very similar in terms of their performance. 1 Furthermore, the reliability of the initial standard setting process also affects the accuracy of these borderline students’ marks. Therefore, an argument for a post hoc evaluation of test items to ensure that items perform as predicted during standard setting, easily develops. The most common standard setting discrepancies, seen

Making students' marks fair: standard setting, assessment items and post hoc item analysis