Benchmarking by cross-institutional comparison of student achievement in a progress test
OBJECTIVE To determine the effectiveness of single-point benchmarking and longitudinal benchmarking for inter-school educational evaluation. METHODS We carried out a mixed, longitudinal, cross-sectional study using data from 24 annual measurement moments (4 tests x 6 year groups) over 4 years for 4 annual progress tests assessing the graduation-level knowledge of all students from 3 co-operating medical schools. Participants included undergraduate medical students (about 5000) from 3 medical schools. The main outcome measures involved between-school comparisons of progress test results based o... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2008 |
Reihe/Periodikum: | Muijtjens , A M M , Schuwirth , L W T , Cohen-Schotanus , J , Thoben , A J N M , van der Vleuten , C P M & van , D 2008 , ' Benchmarking by cross-institutional comparison of student achievement in a progress test ' , Medical Education , vol. 42 , no. 1 , pp. 82-88 . https://doi.org/10.1111/j.1365-2923.2007.02896.x |
Schlagwörter: | multicentre study [publication type] / benchmarking / educational / medical / undergraduate / educational measurement / curriculum / programme evaluation / inter-institutional relations / schools / Netherlands / KNOWLEDGE / QUALITY |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-28779265 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://hdl.handle.net/11370/82f1f22e-b353-4132-98ec-bef382722f50 |
OBJECTIVE To determine the effectiveness of single-point benchmarking and longitudinal benchmarking for inter-school educational evaluation. METHODS We carried out a mixed, longitudinal, cross-sectional study using data from 24 annual measurement moments (4 tests x 6 year groups) over 4 years for 4 annual progress tests assessing the graduation-level knowledge of all students from 3 co-operating medical schools. Participants included undergraduate medical students (about 5000) from 3 medical schools. The main outcome measures involved between-school comparisons of progress test results based on different benchmarking methods. RESULTS Variations in relative school performance across different tests and year groups indicate instability and low reliability of single-point benchmarking, which is subject to distortions as a result of school-test and year group-test interaction effects. Deviations of school means from the overall mean follow an irregular, noisy pattern obscuring systematic between-school differences. The longitudinal benchmarking method results in suppression of noise and revelation of systematic differences. The pattern of a school's cumulative deviations per year group gives a credible reflection of the relative performance of year groups. CONCLUSIONS Even with highly comparable curricula, single-point benchmarking can result in distortion of the results of comparisons. If longitudinal data are available, the information contained in a school's cumulative deviations from the overall mean can be used. In such a case, the mean test score across schools is a useful benchmark for cross-institutional comparison.