Smith KW

Office of Medical Education, The University of North Carolina, Chapel Hill, North Carolina, USA


  • Original Article   
    A Method for Investigating “Instructional Familiarity” and Discerning Authentic Learning
    Author(s): Royal KD*, Hedgpeth MW, Smith KW and Kirk D

    Background: Presently, most medical educators rely exclusively on item difficulty and discrimination indices to investigate an item’s psychometric quality and functioning. We argue “instructional familiarity” effects should also be of primary concern for persons attempting to discern the quality and meaning of a set of test scores. Aim: There were four primary objectives of this study: (1) Revisit Haladyna and Roid’s conceptualization of “instructional sensitivity” within the context of criterion‑referenced assessments, (2) provide an overview of “instructional familiarity” and its importance, (3) reframe the concept for a modern audience concerned with medical school assessments, and (4) conduct an empirical evaluation of a medical school examination in which we attempt to investigate the instructional effects on person and it.. Read More»

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