Interpret with Cautionįor the PAEA End of Curriculum exam, categorical scores and policy level descriptors will be provided to programs. All of this information is included in the program’s composite and cohort performance reports, which includes cohort means. This is a summative assessment so keyword feedback is not provided. Feedback is also provided by content and task areas, as well as by entrustable professional activity (EPA), patient care setting, life course, and Bloom’s Taxonomy level-all with national comparison data. The scale score for the learner at the advanced performance level is between 1555-1800Įvery student receives a scale score and a graphical representation of their score compared to the national average by performance level.The scale score for the learner at the satisfactory performance level is between 1400-1554.The scale score for the learner at the limited performance level is between 1200-1399.On the scale from 1200 to 1800, the performance standard between limited and satisfactory medical knowledge is 1400 and the performance standard between satisfactory and advanced medical knowledge is 1555. The performance standards were updated in 2021 by a 22-member workgroup and approved by the PAEA Board of Directors following two years of live data collection. These levels are defined at a broad level by policy level descriptors. The End of Curriculum exam uses categorical performance levels to indicate whether the student has limited, satisfactory, or advanced medical knowledge. The learner at the advanced performance level demonstrates a comprehensive understanding of general medical knowledge. The learner at the satisfactory performance level demonstrates a sufficient understanding of general medical knowledge. The learner at the limited performance level demonstrates a partial understanding of general medical knowledge. They are not linked to content but are more general statements that assert an organization’s position on the desired level of performance or rigor intended at each level.” (Perrie 2008) The following policy level descriptors were developed for the End of Curriculum exam. Policy level descriptors are “policy definitions that determine how rigorous and challenging the standards will be for the assessments. Score Interpretation Policy Level Descriptorsįor this exam policy level descriptors were developed and will be identified on score reports. The scale for the End of Curriculum is 1200 to 1800. The primary benefit to scale scores is that they allow all scores on all versions and forms of End of Curriculum to be comparable across years as they all use the same scale metric. Doing so allows for a single performance report even though there are two forms of the exam-a process known as equating. Scale scores are scores that have been mathematically transformed from one set of numbers (i.e., the raw score) to another set of numbers (i.e., the scale score), in order to make them more easily comparable between different forms of the same exam. The End of Curriculum exam utilizes scale scores. Research suggests that multiple assessments, and assessment types, increase the reliability that programs are truly measuring the skill or knowledge they are intending to measure. A single multiple-choice exam is not capable of addressing and measuring the full scope of graduation readiness. The End of Curriculum exam should not be used as a stand-alone summative evaluation. Programs are cautioned against interpreting the scoring and analytical reports outside of the statement of purpose. Scores should only be used to evaluate a student’s medical knowledge as one component of their readiness for graduation. It is important that programs have a clear understanding of the characteristics, meaning, intended interpretation, as well as the limitations of the End of Curriculum scoring and analytical reports. The PAEA End of Curriculum exam is an objective, standardized evaluation of a student’s medical knowledge as one component of their readiness for graduation.
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