High-Stakes Testing of Medical Students Using Standardized Patients, (Klass) 1994, 6:28-32

A Graphic Approach for Presenting Expectancy of Success Based on Two Predictors, (Solomon & Others) 1992, 4:45-48

A Program to Enhance the Assessment of Cognitive Skills in the People’s Republic of China, (Sun & Norcini) 1995, 7:125-128

Alternate-Choice Test Items: Implications for Measuring Clinical Judgment, (Van Susteren & Others) 1991, 3:33-37

An Adaptation of Item Modeling for Developing Test-Item Banks, (Shea & Others) 1992, 4:19-24

Analysis of Gross Anatomy Laboratory Performance Using a Student Dissection/Presentation Teaching Method, (Sandra & Ferguson) 1998, 10:158-161

Are Standardized Patient Ratings Influenced by Patient Perceptions of the Preceding Examinee?, (Williams & Others) 1998, 10:200-206

Book Review of Constructing Written Test Questions for the Basic and Clinical Sciences, by Susan M. Case and David B. Swanson, (Page) 1998, 10:51-52

Concept Mapping to Facilitate Veterinary Students’ Understanding of Fluid and Electrolyte Disorders, (Edmondson & Smith) 1998, 10:21-33

Conceptual and Methodological Issues in Studies Comparing Assessment Formats, (Norman & Others) 1996, 8:208-216

Consensus Evaluation: A Method of Student Evaluation Yielding a High Retrieval Rate and Ranking Scores, (Russell & Rothman) 1993, 5:133-137

Developing Consortia for Clinical Practice Examinations: The Macy Project, (Morrison & Barrows) 1994, 6:23-27

Effects of Examiner Training on Open-Ended, Higher Taxonomic Level Questioning in Oral Certification Examinations, (Des Marchais and Jean) 1993, 5:24-28

Exploratory Study of an Examination Format for Problem-Based Learning, (Friedman & Others) 1994, 6:194-198

Extended-Matching Items: A Practical Alternative to Free-Response Questions, (Case & Swanson) 1993, 5:107-115

Factors Influencing Reproducibility of Tests Using Standardized Patients, (Swanson & Norcini) 1989, 1:158-166

Factors Influencing Testing Time Requirements for Measurements Using Written Simulations, (Norcini & Swanson) 1989, 1:85-91

False-Negative and False-Positive Rates Resulting From Measurement Error for a Mastery Examination Using Standardized-Patient Cases, (Colliver & Others) 1992, 4:238-242

Further Evidence of Construct Validity of Standardized Patient-Based Performance Examinations, (Vu & Others) 1994, 6:255-259

Growing Use of Standardized Patients in Teaching and Evaluation in Medical Education, (Anderson & Others) 1994, 6:15-22

Immediate Postexamination Review of Multiple Choice Questions, (McLeod) 1995, 7:67-70

Impact of Examiners on Candidate Scores: An Introduction to the Use of Multifacet Rasch Model Analysis for Oral Examinations, (Lunz & Stahl) 1993, 5:174-181

Measuring Teaching: A Relative Value Scale in Teaching, (Bardes & Others) 1998, 10:40-43

Reliability of the Fellowship Examination of the Royal Australian College of General Practitioners, (Hays & Others) 1995, 7:43-50

Self-Evaluation of Videotaped Consultations, (Hays) 1990, 2:232-236

Sensitivity of the Modified Angoff Standard-Setting Method to Variations in Item Content, (Shea & Others) 1994, 6:288-292

The Effect of Feedback on Students’ Abilities to Write Daily Progress Notes, (Niehaus & Others) 1995, 7:92-94

Three Studies of the Effect of Multiple Standardized Patients on Intercase Reliability of Five Standardized-Patient Examinations, (Colliver & Others) 1990, 2:237-245

Use of Standardized Patients for Teaching and Evaluating the Genitourinary Examination Skills of Internal Medicine Residents, (Hawkins & Others) 1998, 10:65-68

Using Unidentified Standardized Patients to Evaluate Housestaff Delivery of Preventive Services, (Dolan & McDermott) 1997, 9:60-65

Validity of Item Selection: A Comparison of Automated Computerized Adaptive and Manual Paper and Pencil Examinations, (Lunz & DeVille) 1996, 8:152-157