Director of Student Assessment DGSOM at UCLA Hawthorne, California
Disclosure(s):
Heather M. Davis, EdD, NRP: No financial relationships to disclose
Accreditation standards require item analysis of high-stakes exams, but many educators are not sure how to create or interpret an item analysis. This session will provide the procedural steps for instructors, program or medical directors responsible for reviewing exams for validity, reliability, difficulty, and discrimination. We will then help participants use that information to make accurate inferences about student learning, faculty teaching, or readiness for other types of assessments or advancement. Gain confidence that you can improve your exam items, exams overall, and curriculum with each exam administration.
Learning Objectives:
Interpret the accreditation standard for item analysis for accredited healthcare education programs.
Follow the procedural steps for conducting an item analysis following exam administration.
Describe what inferences should and should not be made given the information available from a single exam administration item analysis.
