Problematizing the concept of the "borderline" group in performance assessments

• Published in: Medical teacher 2017-05, Vol.39 (5), p.469-475
• Main Authors: Homer, Matt, Pell, Godfrey, Fuller, Richard
• Format: Article
• Language: English
• Subjects: Assessors; Candidates; Clinical assessment; Clinical Competence - standards; Compensation; Decision Making; Education, Medical, Undergraduate - methods; Education, Medical, Undergraduate - standards; Educational Measurement - methods; Evaluation; Humans; Standard Setting; Standard Setting (Scoring); Students
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/0142159X.2017.1296563

Introduction: Many standard setting procedures focus on the performance of the "borderline" group, defined through expert judgments by assessors. In performance assessments such as Objective Structured Clinical Examinations (OSCEs), these judgments usually apply at the station level. Methods and results: Using largely descriptive approaches, we analyze the assessment profile of OSCE candidates at the end of a five year undergraduate medical degree program to investigate the consistency of the borderline group across stations. We look specifically at those candidates who are borderline in individual stations, and in the overall assessment. While the borderline group can be clearly defined at the individual station level, our key finding is that the membership of this group varies considerably across stations. Discussion and conclusions: These findings pose challenges for some standard setting methods, particularly the borderline group and objective borderline methods. They also suggest that institutions should ensure appropriate conjunctive rules to limit compensation in performance between stations to maximize "diagnostic accuracy". In addition, this work highlights a key benefit of sequential testing formats in OSCEs. In comparison with a traditional, single-test format, sequential models allow assessment of "borderline" candidates across a wider range of content areas with concomitant improvements in pass/fail decision-making.