Charité-Universitätsmedizin Berlin, Germany.
Med Teach. 2010;32(6):471-5. doi: 10.3109/0142159X.2010.485653.
The Berlin Progress Test has grown to a cooperation of 13 universities. Recently, comparisons between the participating schools became an area of high interest. Muijtjens et al. [Muijtjens AM, Schuwirth LWT, Cohen-Schotanus J, Thoben AJNM, van der Vleuten CPM. 2008a. Benchmarking by cross-institutional comparison of student achievement in a progress test. Med Educ 41(1):82-88; Muijtjens AM, Schuwirth LWT, Cohen-Schotanus J, van der Vleuten CPM. 2008b. Differences in knowledge development exposed by multi-curricular progress test data. Adv Health Sci Educ 13:593-605] proposed a method for cross-institutional benchmarking based on progress test data. Progress testing has some major advantages as it delivers longitudinal information about student's growth of knowledge. By adopting the procedure of Muijtjens et al. ( 2008a , b), we were able to replicate the basic characteristics of the cumulative deviation method. Besides the advantages of the method, there are some difficulties as errors of measurement are not independent, which violates the premises of testing statistical differences.
柏林进展测试已经发展成为 13 所大学的合作项目。最近，参与学校之间的比较成为了一个非常关注的领域。Muijtjens 等人[Muijtjens AM, Schuwirth LWT, Cohen-Schotanus J, Thoben AJNM, van der Vleuten CPM. 2008a. 通过跨机构比较进展测试中学生成绩进行基准测试。医学教育 41(1):82-88; Muijtjens AM, Schuwirth LWT, Cohen-Schotanus J, van der Vleuten CPM. 2008b. 多课程进展测试数据揭示的知识发展差异。Adv Health Sci Educ 13:593-605]提出了一种基于进展测试数据的跨机构基准测试方法。进展测试具有一些主要优势，因为它提供了关于学生知识增长的纵向信息。通过采用 Muijtjens 等人（2008a，b）的程序，我们能够复制累积偏差方法的基本特征。除了该方法的优势外，还存在一些困难，因为测量误差不是独立的，这违反了测试统计差异的前提。
