A Multi-institutional Study of the Feasibility and Reliability of the Implementation of Constructed Response Exam Questions.
Doreen M OlvetJeffrey B BirdTracy B FultonMarieke Kruidering-HallKlara K PappKelli QuaJoanne M WilleyJudith M BrennerPublished in: Teaching and learning in medicine (2022)
Our findings show that from the faculty perspective it is feasible to include CR-SAQs in summative exams and we provide practical information for medical educators creating and scoring CR-SAQs. We also learned that CR-SAQs can be reliably scored by faculty without content expertise or senior medical students using an analytic rubric, or by senior medical students using a holistic rubric, which provides options to alleviate the faculty burden associated with grading CR-SAQs.