In this inter-rater reliability study of APP scores, the percentage agreement for individual items was high with 70% absolute agreement on 14 of the 20 items. Similarly there was complete agreement between raters for the overall global rating of student performance on 80% of occasions. Where there was a lack of agreement, all raters were within one point of agreement on both the 5-point item rating scale and the Global Rating Scale. Individual GSK J4 cost item ICCs ranged from 0.60 for Item 8 (selecting relevant health indicators and outcomes) and Item 16 (monitoring the effect of intervention), to 0.82 for Item 5 (verbal communication), Item 14 (performing interventions),

and Item 15 (being an effective educator). The ICC(2,1) for total APP scores for the two raters was 0.92 (95% CI 0.84 to 0.96), while the SEM of 3.2 and MDC90 of 7.86 allows scores for individual students to be interpreted relative to error in the measurement. It should be noted that while 85% of the variance in the second rater’s scores are explained by variance in the first rater’s scores, the remaining 15% of variance remains unexplained error. It has been proposed that raters are the primary source of measurement error (Alexander 1996, Landy and Farr 1980). Other studies suggest that rater behaviour may contribute

less to error variance than other factors such as student knowledge, tasks sampled, and case specificity (Govaerts et al 2002, Keen et al 2003, Shavelson et al 1993). A limitation of the current study is that while the paired assessors were instructed not either NVP-BKM120 mouse to discuss the grading of student performance during the five-week clinical placements, adherence to these instructions was not assessed. Similarly, discussion between educators on strategies to facilitate learning in a student may have inadvertently communicated the level of ability

being demonstrated by a student from one educator to the other. This may have reduced the independence of the rating given by the paired raters, and inflated the correlation coefficient. Mitigating this was that, in all 30 pairs of raters, the education of students was shared with little, if any, overlap of work time between raters. While this trial design limited opportunities for discussion between raters, educators who regularly work together or job share a position may be more likely to agree even if there is little, if any, overlap in their work time. Further research investigating the influence a regular working relationship may confer on assessment outcomes is required. The comprehensive nature of the training of raters in use of the APP instrument may have enabled informal norming to occur (a desirable outcome), positively influencing the level of agreement between raters.