https://orcid.org/0000-0002-3053-0729
References
- Boursicot K, Kemp S, Wilkinson T, Findyartini A, Canning C, Cilliers F, Fuller R. 2021. Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference. Med Teach. 43(1):58–67.
- Brannick MT, Erol-Korkmaz HT, Prewett M. 2011. A systematic review of the reliability of objective structured clinical examination scores. Med Educ. 45(12):1181–1189.
- Bunniss S, Kelly DR. 2010. Research paradigms in medical education research. Med Educ. 44(4):358–366.
- Corbin J, Strauss A. 2015. Basics of qualitative research: techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks (CA): SAGE.
- Creswell JW. 2014. Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th Pearson new international ed.). Harlow, Essex: Pearson.
- Crossley JGM, Groves J, Croke D, Brennan PA. 2019. Examiner training: a study of examiners making sense of norm-referenced feedback. Med Teach. 41(7):787–794.
- Harasym PH, Woloschuk W, Cunning L. 2008. Undesired variance due to examiner stringency/leniency effect in communication skill scores assessed in OSCEs. Adv Health Sci Educ Theory Pract. 13(5):617–632.
- Hope D, Cameron H. 2015. Examiners are most lenient at the start of a two-day OSCE. Med Teach. 37(1):81–85.
- JISC. 2015. Assessment literacy. [Online]; [accessed 2021 Jul]. https://www.jisc.ac.uk/guides/transforming-assessment-and-feedback/assessment-literacies.
- Johnson M. 2016. Feedback effectiveness in professional learning contexts. Rev Educ. 4(2):195–229.
- Khan KZ, Ramachandran S, Gaunt K, Pushkar P. 2013. The objective structured clinical examination (OSCE): AMEE guide no. 81. Part I: An historical and theoretical perspective. Med Teach. 35(9):e1437–e1446.
- Lave J, Wenger E. 1991. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
- Malau-Aduli BS, Hays RB, D’Souza K, Smith AM, Jones K, Turner R, Shires L, Smith J, Saad S, Richmond C, et al. 2021. Examiners’ decision-making processes in observation-based clinical examinations. Med Educ. 55(3):344–353.
- Medland E. 2015. Examining the assessment literacy of external examiners. Lond Rev Educ. 13(3):21–33.
- Medland E. 2019. I'm an assessment illiterate’: towards a shared discourse of assessment literacy for external examiners. Assess Eval High Educ. 44(4):565–580.
- Merriam SB, Tisdell EJ. 2016. Qualitative research: a guide to design and implementation, 4th ed. San Francisco (CA): Jossey-Bass.
- Pascale CM. 2011. Cartographies of knowledge: exploring qualitative epistemologies. Thousand Oaks (CA): SAGE.
- Queensland Curriculum and Assessment Authority 2019. 7.2 Assessment literacy. [Online]; [accessed 2021 Jul]. https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qce-qcia-handbook/7-the-assessment-system/7.2-assessment-literacy.
- Sturman N, Ostini R, Wong WY, Zhang J, David M. 2017. On the same page? The effect of GP examiner feedback on differences in rating severity in clinical assessments: a pre/post intervention study. BMC Med Educ. 17(1):101–101.
- Tai J, Ajjawi R, Boud D, Dawson P, Panadero E. 2018. Developing evaluative judgement. High Educ. 76(3):467–481.
- Warm E, Kelleher M, Kinnear B, Sall D. 2018. Feedback on feedback as a faculty development tool. J Grad Med Educ. 10(3):354–355.
- Wong WY. 2019. Consistency of examiner judgements on competency-based assessments: a case study in medical education [dissertation on the Internet]. St Lucia (QLD): The University of Queensland.
- Wong WYA, Roberts C, Thistlethwaite J. 2020. Impact of structured feedback on examiner judgements in objective structured clinical examinations (OSCEs) using generalisability theory. Health Prof Educ. 6(2):271–281.