The Effect of Candidatesʼ Perceptions of the Evaluation Method on Reliability of Checklist and Global Rating Scores in an Objective Structured Clinical Examination

Abstract

The interaction effect on total exam scores suggests that students adapt their behaviors to the system of evaluation. However, the lower reliability coefficients for both forms found in the process-oriented global-rating group suggest that an individual's capacity to adapt to the system of global rating forms is relatively station-specific, possibly depending on his or her expertise in the domain represented in each station.

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