Concepedia

Classical Angoff Procedure

The Classical Angoff Procedure is a standard-setting method in educational measurement that belongs to the category of bookmark methods and is distinguished by requiring subject-matter experts to estimate the probability that minimally competent examinees would answer each test item correctly, thereby establishing cut scores through aggregated item-level judgments.

76

Publications

3.1K

Citations

240

Authors

134

Institutions

Publications per year

2017–2026

7

Parents

Publications

76

How to set the bar in competency-based medical education: standard setting after an Objective Structured Clinical Examination (OSCE)

Tim Dwyer, Sarah Wright, Kulamakan Kulasegaram et al. · BMC Medical Education · 2016 · 199 citations · Full text

, , +17

Teachers' Ability to Estimate Item Difficulty: A Test of the Assumptions in the Angoff Standard Setting Method

James C. Impara, Barbara S. Plake · Journal of Educational Measurement · 1998 · 172 citations

, , +17

Do students have sufficient knowledge of clinical anatomy?

Katinka J.A.H. Prince, Albert J A A Scherpbier, Henk van Mameren et al. · Medical Education · 2005 · 152 citations

, , +9

Using an Extended Angoff Procedure to Set Standards on Complex Performance Assessments

Ronald K. Hambleton, Barbara S. Plake · Applied Measurement in Education · 1995 · 113 citations

, , +15

Identifying Minimally Acceptable Interpretive Performance Criteria for Screening Mammography

Patricia A. Carney, Edward A. Sickles, Barbara Monsees et al. · Radiology · 2010 · 112 citations · Full text

, , +15

1–5 of 76

Authors

240

  1. BS
    Barbara S. Plake

    University of Nebraska–Lincoln, United States

    6 publications · 400 citations

    6

    h-index

  2. JJ
    John J. Norcini

    Foundation for Advancement of International Medical Education and Research, United States

    5 publications · 177 citations

    5

    h-index

  3. CV
    Cees van der Vleuten

    Maastricht University, Netherlands

    3 publications · 247 citations

    3

    h-index

  4. JC
    James C. Impara

    University of Nebraska–Lincoln, United States

    3 publications · 249 citations

    3

    h-index

  5. BE
    Brian E. Clauser

    National Board of Medical Examiners, United States

    3 publications · 102 citations

    3

    h-index

1–5 of 240

Institutions

134

  1. University of Nebraska–Lincoln

    Lincoln, United States

    6 h-index

    13 publications

    723 citations

  2. Maastricht University

    Maastricht, The Netherlands

    5 h-index

    18 publications

    1.3K citations

  3. University of Washington

    Seattle, United States

    3 h-index

    3 publications

    169 citations

  4. American Board of Internal Medicine

    Philadelphia, United States

    3 h-index

    8 publications

    284 citations

  5. American College of Financial Services

    Bryn Mawr, United States

    3 h-index

    9 publications

    466 citations

  6. University of Illinois Chicago

    Chicago, United States

    3 h-index

    7 publications

    139 citations

  7. National Board of Medical Examiners

    Philadelphia, United States

    3 h-index

    9 publications

    402 citations

  8. Queen's University Belfast

    Belfast, United Kingdom

    3 h-index

    3 publications

    92 citations

1–8 of 134

Venues

  1. Journal of Educational Measurement

    9 publications · 468 citations

    9

    h-index

  2. Medical Education

    9 publications · 527 citations

    9

    h-index

  3. Educational and Psychological Measurement

    9 publications · 280 citations

    8

    h-index

  4. Applied Measurement in Education

    6 publications · 263 citations

    6

    h-index

  5. Educational Measurement Issues and Practice

    EM · 4 publications · 106 citations

    4

    h-index

1–5