Towards a better understanding of standard determination and standard setting in the RANZCP summative assessments.

Abstract

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. 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.