Correcting performance-rating errors in oral examinations.

Although oral examinations are widely used for making decisions regarding an individual's level of competence, they are frequently of limited reliability. A significant part of the error in oral performance ratings is due to the tendency for some evaluators to be lenient and others to be stringent in their assignment of ratings. This article describes and evaluates a simple method to identify and correct for errors of leniency and stringency. The method, which is based on a regression model recommended by Wilson (1988), extends and simplifies the procedures recommended by Cason and Cason (1984, 1985). The method provides an estimate of each individual's performance that has been corrected for errors of leniency and stringency. In addition, it produces for each rater an index of leniency or stringency and several other statistics useful in evaluating the properties of rating data. The regression method is applied to performance ratings from three separate administrations of an oral examination in a medical specialty. The results indicate modest but significant levels of leniency and stringency error; correcting for such errors would change the pass/fail decisions for about 6% of the examinees. Limitations of the procedure, as well as the need for additional research, are discussed.

The relationship between educational preparation and performance on nursing certification examinations.

The purpose of this study was to investigate the empirical relationship between level of educational preparation and performance on certification examinations. Data from 12 different examinations administered by ANA in 1985 were available for a total sample of 12,308 RNs. Standardized effect sizes were computed for the following comparisons: baccalaureate vs. prebaccalaureate (associate degree and diploma), master's vs. baccalaureate, and master's vs. prebaccalaureate. Results were cumulated, averaged, and compared using meta-analytic procedures. The major finding was that effect sizes were consistently positive and statistically significant, indicating that nurses with more education generally obtain higher scores than those with less education. The present findings are discussed in the context of the widely known finding that baccalaureate candidates for RN licensure generally score lower than associate degree and diploma-prepared candidates on the RN licensure examination. It is suggested that the disparity in findings is not necessarily anomalous, given that licensure and certification serve very different functions.

Generation of a high-density rat EST map.

We have developed a high-density EST map of the rat, consisting of >11,000 ESTs. These ESTs were placed on a radiation hybrid framework map of genetic markers spanning all 20 rat autosomes, plus the X chromosome. The framework maps have a total size of approximately 12,400 cR, giving an average correspondence of 240 kb/cR. The frameworks are all LOD 3 chromosomal maps consisting of 775 radiation-hybrid-mapped genetic markers and ESTs. To date, we have generated radiation-hybrid-mapping data for >14,000 novel ESTs identified by our Rat Gene Discovery and Mapping Project (http://ratEST.uiowa.edu), from which we have placed >11,000 on our framework maps. To minimize mapping errors, ESTs were mapped in duplicate and consensus RH vectors produced for use in the placement procedure. This EST map was then used to construct high-density comparative maps between rat and human and rat and mouse. These maps will be a useful resource for positional cloning of genes for rat models of human diseases and in the creation and verification of a tiling set of map order for the upcoming rat-genome sequencing.