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Linear Equating for the NEAT Design: Parameter Substitution Models and Chained Linear Relationship Models

Measurement (Mahwah, N.J.), 2009-12, Vol.7 (3-4), p.125-146

2009

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An Empirical Comparison of Five Linear Equating Methods for the NEAT Design

Measurement (Mahwah, N.J.), 2009-12, Vol.7 (3-4), p.147-173

2009

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An Evaluation of Five Linear Equating Methods for the NEAT Design

Measurement (Mahwah, N.J.), 2009-12, Vol.7 (3-4), p.174-193

2009

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Linear Equating for the Neat Design: A Rejoinder and Some Further Comments

Measurement (Mahwah, N.J.), 2010-01, Vol.8 (1), p.27-37

2010

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The Impact of Postgraduate Training and Timing on USMLE Step 3 Performance

Academic medicine, 2003-10, Vol.78 (10 Suppl), p.S10-S12

2003

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Scoring a Performance-Based Assessment by Modeling the Judgments of Experts

Journal of educational measurement, 1995-12, Vol.32 (4), p.397-415

1995

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Potential Bias in Linear Equating Due to Regression Artifacts

Measurement (Mahwah, N.J.), 2009-12, Vol.7 (3-4), p.123-124

2009

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Using the NBME self-assessments to project performance on USMLE Step 1 and Step 2: impact of test administration conditions

Academic medicine, 2004-10, Vol.79 (10 Suppl), p.S55-S57

2004

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Relationships among item characteristics, examine characteristics, and response times on USMLE Step 1

Academic medicine, 2001-10, Vol.76 (10 Suppl), p.S114-S116

2001

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Developing an item pool for CBT: a practical comparison of three models of item writing

Academic medicine, 2001-10, Vol.76 (10 Suppl), p.S111-S113

2001

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Assessment Challenges in Creating the Uniform Bar Examination: Politics, Practicality, and Psychometrics

Assessing Competence in Professional Performance Across Disciplines and Professions, 2016, Vol.13, p.427-446

2016

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Using basic science subject tests to identify students at risk for failing step 1

Academic medicine, 2001-10, Vol.76 (10 Suppl), p.S48-S51

2001

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Predicting performances on the NBME Surgery Subject Test and USMLE Step 2: the effects of surgery clerkship timing and length

Academic medicine, 1997-10, Vol.72 (Supplement 1), p.S31-S33

1997

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School-to-school differences in step 1 performance as a function of curriculum type and use of step 1 in promotion/graduation requirements

Academic medicine, 1998-10, Vol.73 (10 Suppl), p.S16-S18

1998

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The effects of psychiatry clerkship timing and length on measures of performance

Academic medicine, 1997-10, Vol.72 (10 Suppl 1), p.S34-S36

1997

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ALTERNATIVE APPROACHES TO PROGRAM EVALUATION: School-to-school Differences in Step 1 Performance as a Function of Curriculum Type and Use of Step 1 in Promotion/Graduation Requirements

Academic medicine, 1998-10, Vol.73 (10), p.S16-18

1998

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Comparison of items in five-option and extended-matching formats for assessment of diagnostic skills

Academic medicine, 1994-10, Vol.69 (10 Suppl), p.S1-3

1994

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Relationship between students' performances on the NBME Comprehensive Basic Science Examination and the USMLE Step 1: a longitudinal investigation at one school

Academic medicine, 1997-12, Vol.72 (12), p.1097-102

1997

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Do Items With Paired Response Options Elicit Successful Guessing Behavior on High-Stakes Licensure Examinations?

AERA Online Paper Repository, 2016

2016

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Performance of the class of 1994 in the new era of USMLE

Academic medicine, 1996-10, Vol.71 (10 Suppl), p.S91-3

1996

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A "new" item format for assessing aspects of clinical competence

Academic medicine, 1996-10, Vol.71 (10 Suppl), p.S34-6

1996

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Comparison of ambulatory knowledge of third-year students who learned in ambulatory settings with that of students who learned in inpatient settings

Academic medicine, 1997-10, Vol.72 (10 Suppl 1), p.S130-S132

1997

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A Comparison of Alternative Matching Strategies for DIF Detection in Tests That Are Multidimensional

Journal of educational measurement, 1996-06, Vol.33 (2), p.202-214

1996

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Examinees' perceptions of factors influencing their performance on USMLE Step 2

Academic medicine, 1996-01, Vol.71 (1 Suppl), p.S34-6

1996

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A comparison of pass/fail classifications made with scores from the NBME standardized-patient examination and Part II examination

Academic medicine, 1993-10, Vol.68 (10 Suppl), p.S7-9

1993

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Linear Equating for the NEAT Design: Parameter Substitution Models and Chained Linear Relationship Models

An Empirical Comparison of Five Linear Equating Methods for the NEAT Design

An Evaluation of Five Linear Equating Methods for the NEAT Design

Linear Equating for the Neat Design: A Rejoinder and Some Further Comments

The Impact of Postgraduate Training and Timing on USMLE Step 3 Performance

Scoring a Performance-Based Assessment by Modeling the Judgments of Experts

Potential Bias in Linear Equating Due to Regression Artifacts

Using the NBME self-assessments to project performance on USMLE Step 1 and Step 2: impact of test administration conditions

Relationships among item characteristics, examine characteristics, and response times on USMLE Step 1

Developing an item pool for CBT: a practical comparison of three models of item writing

Assessment Challenges in Creating the Uniform Bar Examination: Politics, Practicality, and Psychometrics

Using basic science subject tests to identify students at risk for failing step 1

Predicting performances on the NBME Surgery Subject Test and USMLE Step 2: the effects of surgery clerkship timing and length

School-to-school differences in step 1 performance as a function of curriculum type and use of step 1 in promotion/graduation requirements

The effects of psychiatry clerkship timing and length on measures of performance

ALTERNATIVE APPROACHES TO PROGRAM EVALUATION: School-to-school Differences in Step 1 Performance as a Function of Curriculum Type and Use of Step 1 in Promotion/Graduation Requirements

Comparison of items in five-option and extended-matching formats for assessment of diagnostic skills

Relationship between students' performances on the NBME Comprehensive Basic Science Examination and the USMLE Step 1: a longitudinal investigation at one school

Do Items With Paired Response Options Elicit Successful Guessing Behavior on High-Stakes Licensure Examinations?

Performance of the class of 1994 in the new era of USMLE

A "new" item format for assessing aspects of clinical competence

Comparison of ambulatory knowledge of third-year students who learned in ambulatory settings with that of students who learned in inpatient settings

A Comparison of Alternative Matching Strategies for DIF Detection in Tests That Are Multidimensional

Examinees' perceptions of factors influencing their performance on USMLE Step 2

A comparison of pass/fail classifications made with scores from the NBME standardized-patient examination and Part II examination

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