Publications
2016
How does information provided to judges during the modified Angoff process influence their standard setting decisions? Looking into the black box - a pilot qualitative study of standard setting in a UK medical school.
Fowell, S. L., Fewtrell, R., Coulby, C., Garner, J., & Jha, V. (2016). How does information provided to judges during the modified Angoff process influence their standard setting decisions? Looking into the black box - a pilot qualitative study of standard setting in a UK medical school.. Exeter University.
2010
Providing feedback to medical undergraduates from formative and summative written assessments.
Fowell, S. L., & Taylor, D. C. M. T. (2010). Providing feedback to medical undergraduates from formative and summative written assessments.. In Annual Scientific Meeting Association of Medical Education (ASME). (pp. ??). Cambridge: ASME.
2008
'Can judges conceptualise the borderline student when applying the modified Angoff method?'
Fowell, S. L., Fewtrell, R., & Taylor, D. C. M. (2008). 'Can judges conceptualise the borderline student when applying the modified Angoff method?'. In ASME 2008 (pp. 1). Leicester: ASME.
Estimating the Minimum Number of Judges Required for Test-centred Standard Setting on Written Assessments. Do Discussion and Iteration have an Influence?
Fowell, S. L., Fewtrell, R., & McLaughlin, P. J. (2008). Estimating the Minimum Number of Judges Required for Test-centred Standard Setting on Written Assessments. Do Discussion and Iteration have an Influence?. Advances in Health Scienes Education, 13(1), 11-24.
2007
'Can judges conceptualise the borderline student? Exploring the relationship between question ratings and question difficulty for the Ebel standard setting method'
Fowell, S. L., Fewtrell, R., Dangerfield, P., & Taylor, D. C. (2007). 'Can judges conceptualise the borderline student? Exploring the relationship between question ratings and question difficulty for the Ebel standard setting method'. In 2007 ASME Annual scientific meeting (pp. 1). Keele: ASME.
Can judges conceptualise the borderline student? Exploring the relationship between question ratings and question difficulty for the Ebel standard setting method.
Fowell, S. L., Fewtrell, R., Dangerfield, P., & Taylor, D. C. (2007). Can judges conceptualise the borderline student? Exploring the relationship between question ratings and question difficulty for the Ebel standard setting method. [Public Performance].
2006
'Estimating the minimum number of judges required for test-centred standard setting on written assessments. Do discussion and iteration have an influence?'
Fowell, S. L., Fewtrell, R., & McLaughlin, P. J. (2006). 'Estimating the minimum number of judges required for test-centred standard setting on written assessments. Do discussion and iteration have an influence?'. Advances in Health Science Education.
Does time of leaving multiple choice-type assessments correlate with performance?
Fowell, S. L., Fewtrell, R., & Taylor, D. C. M. (2006). Does time of leaving multiple choice-type assessments correlate with performance? [Paper].
2005
'An introduction to standard setting'
Fowell, S. L. (2005). 'An introduction to standard setting' [Paper].
'How low can you go? Estimating the minimum number of judges required for reliable standard setting of medical-school based assessments by application of generalisability theory'
Fowell, S. L., Fewtrell, R., & McLaughlin, P. J. (2005). 'How low can you go? Estimating the minimum number of judges required for reliable standard setting of medical-school based assessments by application of generalisability theory' [Paper].
'Investigation of the reliability of undergraduate final year record of intraining assessment'
Fewtrell, R., Fowell, S. L., Chamberlain, M., Griffiths, R. D. G., & McLaughlin, P. J. (2005). 'Investigation of the reliability of undergraduate final year record of intraining assessment' [Paper].
'What standard setting method provides a fair and defensible pass mark in clinical skills OSCE within the resources available?'
Collier, D., Fewtrell, R., Fowell, S. L., & McLaughlin, P. J. (2005). 'What standard setting method provides a fair and defensible pass mark in clinical skills OSCE within the resources available?' [Paper].
How low can you go? Estimating the number of judges required for reliable standard setting by application of generalisability theory
Fowell, S. L., Fewtrell, R., & McLaughlin, P. J. (2005). How low can you go? Estimating the number of judges required for reliable standard setting by application of generalisability theory [Public Performance].
What standard setting method provides a fair and defensible passmark in clinical skills OSCE within the resources available
Collier, D., Fewtrell, R., Fowell, S. L., & McLaughlin, P. J. (2005). What standard setting method provides a fair and defensible passmark in clinical skills OSCE within the resources available [Public Performance].