title: Assessing a method to limit influence of standardized tests on clerkship grades.
abstract: BACKGROUND
  Grading committees give excessive weight to standardized-examination scores.
  
  
  OBJECTIVE
  Understanding that biases are often ingrained in grading processes, we sought to assess the influence of a structured grading policy in limiting this effect.
  
  
  METHODS
  All 7 clerkship grading committees derived students' clinical scores while blinded to examination scores. Scores were combined to yield a final rank order, which was used to derive grade cutoffs. Logit regression was performed to assess the contribution of clinical and examination scores to final grades. Results were compared to a similar analysis where committees were not blinded to examination scores.
  
  
  RESULTS
  In contrast to prior findings, grading committees consistently assigned greater weight to clinical-performance scores in assigning final grades when blinded to examination scores.
  
  
  CONCLUSIONS
  Grading committees may be unaware of the extent to which they discount clinical assessments when they are at odds with the results of standardized examinations. This can be addressed with a procedure that blinds grading committees to examination scores.
authors.affiliation: Department of Family Medicine, University of Rochester School of Medicine & Dentistry, Rochester, NY, USA. stephen lurie@urmc.rochester.edu
authors.forename: Stephen J
authors.initials: SJ
authors.lastname: Lurie
authors.forename: Christopher J
authors.initials: CJ
authors.lastname: Mooney
mesh_terms: D002982:Clinical Clerkship; D004521:Educational Measurement / Q000379:methods*; D004522:Educational Status; D005180:Faculty, Medical; D006801:Humans; D007858:Learning; D016015:Logistic Models; D009518:New York; D012577:Schools, Medical; D013663:Teaching / Q000379:methods*