Abstract
This study tested a new method of standard setting which does not need judges’ decision.
 Objectives: (1) to compare the minimum-passing-level ( MPL) of the new standard setting approach with that of a traditional method (Angoff’s Method); and (2) to find the best borderline group by analyzing five ranges of the students’ previous year’s Cumulative Grade Point Average (cGPA). Method: A range of previous year GPA around 2 was used to probe borderline group, the mean of which was applied as cut-off to decide pass and fail. Receiver operating characteristic (ROC) curve and area under the curve (AUC) analyses were applied to investigate the agreement between the pass/fail cut-scores of the new approach and Angoff’s Method.
 Result: The pass/fail cut-score of new method highly agreed MPL of Angoff’s Method: with AUC ranging from 0.91 to 1.0 in all analyses.
 Conclusion: This new approach would be an alternative to Angoff’s Method when subject-matter experts are not available or in order to avoid the making of subjective decisions by these experts.
 Key word: MPL, pass and fail, medical education, measurement, standard setting
Highlights
After all medical school examinations, medical teachers decide whether students pass or fail
Performance of minimum passing level (MPL) decided by new standard setting method produced almost identical results as Angoff’s. (Table Ia to Table Id and Fig. 2 to 4)
Comparing five MPLs formed by five borderline group (BG) using Cumulative Grade Point Average (cGPA) around 2, the best BG was probed by cGPA 1.3 to 2.3 and it yielded MPL, most identical to that of Angoff’s Results for two objectives in each examination data set are as followed
Summary
After all medical school examinations, medical teachers decide whether students pass or fail. Limitation of resources can avert the proper standard setting approach for such decision, especially within resource limited settings. A method which is practicable without the burden of technical and human resource needs as well as being comparably standardized to existing well-known methods is still a need for medical education measurement. This study introduces an innovative student-centered standard setting (SCSS) approach which rates favorably in comparison to the widely used Angoff’s Method. Aung (Corresponding Author) is with Advanced Research
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