Combining assessment scores--a variable feast.
BACKGROUND
In medical education grades are often determined by combining the scores of different assessments. While the psychometric literature recommends that the variance in each assessment be identical, there is limited discussion of the impact of different methods of combining scores.


METHODS
Eight mock assessment results were created and used to develop an overall assessment that consisted of four types of assessments that were undertaken twice in a year. Various methods of combining scores were then used. The methods used two mechanisms for standardising results and a number of algorithms for combining scores. The impact of using the standard error of measurement was also investigated.


RESULTS
The number of 'students' failing ranged from five (simple addition of scores/8) to 30 (standardisation of scores, add scores/8, plus pass each type of assessment).


CONCLUSIONS
There is a large variation in the number of students failing associated with different methods of combining scores.


CONCLUSIONS
Choosing a method to produce a combined score is a non-trivial exercise. The impact on student progression can be significant and whatever method is chosen will require justification.
Wilson
Ian
I
School of Medicine, University of Western Sydney, Locked Bag 1797, Penrith South DC NSW 1797, Australia. i.wilson@uws.edu.au
D000465:Algorithms; D004501:Education, Medical; D004521:Educational Measurement / Q000379:methods* / Q000706:statistics & numerical data; D006801:Humans