Script concordance testing: A review of published validity evidence

Stuart Lubarsky, Bernard Charlin, David A. Cook, Colin Chalk, Cees P.M. van der Vleuten

Research output: Contribution to journalReview article

77 Scopus citations

Abstract

Context: Script concordance test (SCT) scores are intended to reflect respondents' competence in interpreting clinical data under conditions of uncertainty. The validity of inferences based on SCT scores has not been rigorously established. Objectives This study was conducted in order to develop a structured validity argument for the interpretation of test scores derived through use of the script concordance method. Methods: We searched the PubMed, EMBASE and PsycINFO databases for articles pertaining to script concordance testing. We then reviewed these articles to evaluate the construct validity of the script concordance method, following an established approach for analysing validity data from five categories: content; response process; internal structure; relations to other variables, and consequences. Results: Content evidence derives from clear guidelines for the creation of authentic, ill-defined scenarios. High internal consistency reliability supports the internal structure of SCT scores. As might be expected, SCT scores correlate poorly with assessments of pure factual knowledge, in which correlations for more advanced learners are lower. The validity of SCT scores is weakly supported by evidence pertaining to examinee response processes and educational consequences. Conclusions: Published research generally supports the use of SCT to assess the interpretation of clinical data under conditions of uncertainty, although specifics of the validity argument vary and require verification in different contexts and for particular SCTs. Our review identifies potential areas of further validity inquiry in all five categories of evidence. In particular, future SCT research might explore the impact of the script concordance method on teaching and learning, and examine how SCTs integrate with other assessment methods within comprehensive assessment programmes.

Original languageEnglish (US)
Pages (from-to)329-338
Number of pages10
JournalMedical education
Volume45
Issue number4
DOIs
StatePublished - Apr 2011

ASJC Scopus subject areas

  • Education

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