title: Towards a better understanding of standard determination and standard setting in the RANZCP summative assessments.
abstract: OBJECTIVE
  The authors outline the difference between content and performance standards and the rationale for standard setting at a medical college. The principles of the college's standard setting processes for the written and objective structured clinical examination summative assessments are discussed in greater detail.
  
  
  CONCLUSIONS
  There is no evidence of any single standard setting method to be the best. Multiple methods exist and will have varied results when applied. The judgement of a panel of subject experts remains an important component of the standard setting process.
authors.affiliation: Clinical Training Director, Waikato District Health Board and Honorary Lecturer, University of Auckland, Hamilton, New Zealand wayne.debeer@waikatodhb.health.nz.
authors.forename: Wayne
authors.initials: W
authors.lastname: de Beer
authors.affiliation: Manager Assessments and SIMGE, Royal Australian and New Zealand College of Psychiatrists, Melbourne, VIC, Australia.
authors.forename: Anita
authors.initials: A
authors.lastname: Bhatt
mesh_terms: D001315:Australia; D004503:Education, Medical, Graduate / Q000379:methods / Q000592:standards*; D004521:Educational Measurement / Q000379:methods / Q000592:standards*; D006801:Humans; D009520:New Zealand; D011570:Psychiatry / Q000193:education*
keywords: RANZCP; assessment; standard setting; standards; training