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Tactical post hoc Exam Key Review
Author(s) -
Price Joseph A.
Publication year - 2016
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.30.1_supplement.776.10
Subject(s) - class (philosophy) , post hoc , test (biology) , task (project management) , key (lock) , computer science , chart , process (computing) , extension (predicate logic) , post hoc analysis , flow chart , medical education , psychology , mathematics education , medicine , artificial intelligence , management , computer security , paleontology , statistics , dentistry , mathematics , engineering drawing , engineering , economics , biology , programming language , operating system
The immediate task in reviewing course exam (typically one best answer multiple choice) results is to make any key revisions in order to release the grades on that exam in an often controversial, emotionally debated, inconsistent, and too often misguided process. Here I show a tactical approach to post hoc exam review that will deal with poorly performing test items, and/or a too low class average, and do so in a manner fair to the students as a class. The specific method shown in the flow chart is grounded on and extension of established educational and psychometrics literature and principles, and in a novel way takes a seemingly complicated subjective process and organizes decisions into an easy to follow but consistent, effective solution, based on specific predetermined criteria while preserving instructor's options. This psychometrics driven method is based on the answers to two questions: “What portion of the class should get an item correct?”, and “How many students is it acceptable to fail?”, and on an implementation of a philosophy of education. It is particularly useful for newer medical school faculty and course directors. Support or Funding Information No extramural support.