School of Pharmacy, Wingate University, Wingate, North Carolina.
Am J Pharm Educ. 2013 Dec 16;77(10):211. doi: 10.5688/ajpe7710211.
To determine whether the modified Angoff process can be used to calculate a reliable minimal competency ("cut") score for the Annual Skills Mastery Assessment (ASMA).
Three panels of pharmacy faculty members used a modified Angoff method to create a minimal competency score for 60 previously used test items. The panels did not know which items were included. Data were analyzed to determine differences between rating sessions, faculty type, item difficulty, and rater scoring bias.
The cut score generated was not significantly different by session or faculty type. The range of cut scores varied by less than 3% per examination. Faculty panelists correctly predicted student performance on items grouped as easy, medium, and hard.
A properly constructed faculty panel can determine a reliable cut score and accurately rank relative test item difficulty using the modified Angoff process.
确定改良的安戈夫（Angoff）法是否可用于计算年度技能精通评估（ASMA）的可靠最低能力（“切割”）分数。
三组药剂学教师使用改良的安戈夫方法为 60 项先前使用的测试项目创建最低能力分数。这些小组并不知道包含哪些项目。对数据进行了分析，以确定评分会议、教师类型、项目难度和评分者评分偏差之间的差异。
按会议或教师类型划分，生成的临界分数没有显著差异。每次考试的临界分数变化幅度都不到 3%。教师小组成员正确预测了被归类为简单、中等和困难的项目中学生的表现。
使用改良的安戈夫过程，经过适当构建的教师小组可以确定可靠的临界分数，并准确对相对测试项目难度进行排名。
