<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712022000500202</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v46.supl.1-20220302</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Onze anos de Teste de Progresso na Unicamp: um estudo sobre a validade do teste]]></article-title>
<article-title xml:lang="en"><![CDATA[Eleven years of Progress Testing at Unicamp: a test validity study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Ruy Guilherme Silveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bicudo]]></surname>
<given-names><![CDATA[Angélica Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Roraima  ]]></institution>
<addr-line><![CDATA[Boa Vista Roraima]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712022000500202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712022000500202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712022000500202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  O curso de Medicina da Universidade Estadual de Campinas (Unicamp) vem pondo à prova o aquisição cumulativa cognitiva de seus alunos por meio do Teste de Progresso (TP) há mais de uma década, de modo a possibilitar a análise da utilidade do exame como estratégia de apoio a decisões pedagógicas e apontar principais ameaças à validade dele.  Objetivo:  Este estudo teve como objetivos oferecer a análise de validade do TP e explicitar as oportunidades de utilização do teste especialmente para a determinação de padrões de suficiência cognitiva para a progressão no curso e ao final deste, e a identificação de estudantes em risco.  Método:  Trata-se de estudo observacional retrospectivo de uma série histórica de sucessivos testes escritos realizados para analisar o acúmulo cognitivo no período de 2006 a 2016, totalizando 11 anos e seis turmas consecutivas. Em cada momento de medida (aplicação do teste), o estudo utilizou um modelo misto, em que a exposição (realização do teste) e o desfecho (escore do teste) foram avaliados no mesmo ponto de tempo, o que caracteriza um estudo transversal (cross-sectional) cujos resultados sucessivos originarão as curvas de crescimento cognitivo  Resultado:  Observou-se um acúmulo cognitivo em torno de 6 pontos percentuais a cada nova testagem. Os estudantes ao completarem o sexto ano obtiveram um acerto de cerca de 65,7% (± 9,1). A cada testagem, determinou-se um &#8220;efeito piso&#8221; para identificar alunos com rendimento abaixo da média, que em geral se situou em cerca de 1,5 DP abaixo da média da respectiva turma.  Conclusão:  O TP-Unicamp oferece dados confiáveis para apoiar importantes decisões pedagógicas, tais como identificação de alunos em risco acadêmico por baixa performance, critérios para progressão e desempenho cognitivo ao final do curso. Como confiabilidade sofre influência da amostragem, e o aumento do número de itens de cada teste e o aumento da frequência de testagem podem ser estratégias a serem tomadas para superar essas limitações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  The Medical School of the State University of Campinas (UNICAMP) has been testing the cumulative cognitive acquisition among its students through the Progress Test (PT) for over a decade, making it possible to analyze the utility of the test as a strategy to support pedagogical decisions and to point out the main threats to its validity.  Objective:  To provide an analysis of the validity of the PT, explaining opportunities for its use, especially in determining standards of cognitive sufficiency for progression, standards of cognitive sufficiency at the end of the course, and identification of students at risk.  Method:  Retrospective observational study of historical series of successive written tests performed to analyze cognitive accumulation, covering a period from 2006 to 2016, totaling 11 years and 6 consecutive classes. At each instance of measurement (test application), the study uses a mixed model where exposure (test performance) and outcome (test score) are evaluated at the same time point, characterizing a cross-sectional study, the successive results of which will generate the cognitive growth curves.  Result:  A cognitive accumulation of around 6 percentage points was observed with each new test. Students, upon completing the 6th year, scored around 65.7% (± 9.1). A &#8220;floor effect&#8221; was determined for each test to identify students with below-average performance, which in general was about 1.5 SD below the average of the respective class.  Conclusion:  TP-Unicamp offers reliable data to support important pedagogical decisions, such as the identification of students at academic risk for low performance, criteria for progression and cognitive performance at the end of the course. As reliability is influenced by sampling, increasing the number of items in each test and increasing the frequency of tests could represent strategies to overcome potential limitations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Validade]]></kwd>
<kwd lng="pt"><![CDATA[Teste de Progresso]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Learning Assessment]]></kwd>
<kwd lng="en"><![CDATA[Validity]]></kwd>
<kwd lng="en"><![CDATA[Progress Test]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freeman]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[van der Vleuten]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Nouns]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
<name>
<surname><![CDATA[Rickets]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Progress testing internationally]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2010</year>
<volume>32</volume>
<page-range>451-5</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Messick]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validity]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Linen]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational measurement]]></source>
<year>1989</year>
<edition>3rd</edition>
<page-range>13-104</page-range><publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[American Council on Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Newton]]></surname>
<given-names><![CDATA[PE]]></given-names>
</name>
<name>
<surname><![CDATA[Shaw]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Validity in educational &amp; psychological assessment]]></source>
<year>2014</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sireci]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[On the validity of useless tests]]></source>
<year>2016</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>226-35</page-range><publisher-loc><![CDATA[Assessment in Education ]]></publisher-loc>
<publisher-name><![CDATA[Principles, Policy &amp; Practices]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Downing]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validity: on the meaninful interpretation of assessment data]]></article-title>
<source><![CDATA[Med Educ]]></source>
<year>2003</year>
<volume>37</volume>
<page-range>830-7</page-range></nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Downing]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validity threats: overcoming interference with proposed interpretation of assessment data]]></article-title>
<source><![CDATA[Med Educ]]></source>
<year>2004</year>
<volume>38</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>327-33</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harden]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Lilley]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Patricio]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[The definitive guide to the OSCE]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Edinburgh ]]></publisher-loc>
<publisher-name><![CDATA[Elsevier]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pasquali]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Primi]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fundamentos da teoria da resposta ao item - TRI]]></article-title>
<source><![CDATA[Aval Psicol]]></source>
<year>2003</year>
<volume>2</volume>
<page-range>99-110</page-range></nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Royal]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Four tenets of modern validity theory for medical education assessment and evaluation]]></article-title>
<source><![CDATA[Advances in Medical Education and Practice]]></source>
<year>2017</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>567-9</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Bicudo]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validity concept in medical education: a bibliometric analysis]]></article-title>
<source><![CDATA[Rev Bras Educ Med]]></source>
<year>2020</year>
<volume>44</volume>
<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social competency in young children]]></article-title>
<source><![CDATA[Dev Psychol]]></source>
<year>1974</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>282-93</page-range></nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Govaerts]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[van der Vleuten]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validity in work-based assessment: expanding our horizons]]></article-title>
<source><![CDATA[Med Educ]]></source>
<year>2013</year>
<volume>47</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>1164-74</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Glaser]]></surname>
<given-names><![CDATA[AN]]></given-names>
</name>
</person-group>
<source><![CDATA[High-yield biostatistics]]></source>
<year>2001</year>
<edition>2nd</edition>
<publisher-loc><![CDATA[Philadelphia ]]></publisher-loc>
<publisher-name><![CDATA[Lippincott Williams &amp; Wilkins]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tio]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Schutte]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Meiboom]]></surname>
<given-names><![CDATA[AA]]></given-names>
</name>
<name>
<surname><![CDATA[Greidanus]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Dubois]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Bremers]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Medicine, the progress test of medicine: the Dutch experience]]></article-title>
<source><![CDATA[Perspect Med Educ]]></source>
<year>2016</year>
<volume>5</volume>
<page-range>51-5</page-range></nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Albanese]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Case]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Progress testing: critical analysis and suggested practices]]></article-title>
<source><![CDATA[Adv Health Sci Educ]]></source>
<year>2016</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>221-34</page-range></nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hift]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Should essays and other open-ended type questions retain a place in written summative assessment in clinical medicine?]]></article-title>
<source><![CDATA[BMC Med Educ]]></source>
<year>2014</year>
<volume>14</volume>
<page-range>249</page-range></nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schuwirth]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Bosman]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Henning]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Rinkel]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Wenink]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Collaboration on Progress Testing in medical schools in the Netherland]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2009</year>
<volume>32</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>476-9</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wrigley]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[van der Vleuten]]></surname>
<given-names><![CDATA[CP]]></given-names>
</name>
<name>
<surname><![CDATA[Freeman]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Muijtjens]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A systemic framework for the progress test: strengths, constraints and issues]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2012</year>
<volume>34</volume>
<numero>9</numero>
<issue>9</issue>
</nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rademakers]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Ten Cate]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Ba&#776;r]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Progress testing with short answer questions]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2005</year>
<volume>27</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>578-82</page-range></nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McHarg]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Bradley]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Chamberlain]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Ricketts]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Searle]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Mclachlan]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessment of progress tests]]></article-title>
<source><![CDATA[Med Educ]]></source>
<year>2005</year>
<volume>39</volume>
<page-range>221-7</page-range></nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CJ]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The don&#8217;t know option in Progress Testing]]></article-title>
<source><![CDATA[Adv Health Sci Educ]]></source>
<year>2015</year>
<volume>20</volume>
<page-range>1325-38</page-range></nlm-citation>
</ref>
<ref id="B22">
<label>22</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muijtjens]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Mameren]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Hoogenboom]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Evers]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[van der Vleuten]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of a &#8220;don&#8217;t know&#8221; option on test scores: number-right and formula scoring compared]]></article-title>
<source><![CDATA[Med Educ]]></source>
<year>1999</year>
<volume>33</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>267-75</page-range></nlm-citation>
</ref>
<ref id="B23">
<label>23</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bliss]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A test of Lord&#8217;s assumption regarding examinee guessing behavior on multiple-choice tests using elementary school students]]></article-title>
<source><![CDATA[J Educ Meas]]></source>
<year>1980</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>147-53</page-range></nlm-citation>
</ref>
<ref id="B24">
<label>24</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bicudo]]></surname>
<given-names><![CDATA[AM]]></given-names>
</name>
<name>
<surname><![CDATA[Hamamoto Filho]]></surname>
<given-names><![CDATA[PT]]></given-names>
</name>
<name>
<surname><![CDATA[Abbade]]></surname>
<given-names><![CDATA[JF]]></given-names>
</name>
<name>
<surname><![CDATA[Hafner]]></surname>
<given-names><![CDATA[MLMB]]></given-names>
</name>
<name>
<surname><![CDATA[Maffei]]></surname>
<given-names><![CDATA[CML]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teste de Progresso em consórcios para todas as escolas médicas do Brasil]]></article-title>
<source><![CDATA[Rev Bras Educ Med]]></source>
<year>2019</year>
<volume>43</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>151-6</page-range></nlm-citation>
</ref>
<ref id="B25">
<label>25</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muitjens]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Hoogenboom]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Verwijnen]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[van der Vleuten]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relative or absolute standards in assessing medical knowledge using Progress Tests]]></article-title>
<source><![CDATA[Adv Health Sci Educ]]></source>
<year>1998</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>81-7</page-range></nlm-citation>
</ref>
<ref id="B26">
<label>26</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Langer]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Swanson]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Practical considerations in equating progress tests]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2010</year>
<volume>32</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>509-12</page-range></nlm-citation>
</ref>
<ref id="B27">
<label>27</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Callegari-Jacques]]></surname>
<given-names><![CDATA[SM]]></given-names>
</name>
</person-group>
<source><![CDATA[Bioestística: princípios e aplicações]]></source>
<year>2003</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<label>28</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harvey]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Hammer]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Item Response Theory]]></article-title>
<source><![CDATA[Couns Psychol]]></source>
<year>1999</year>
<volume>27</volume>
<page-range>353-83</page-range></nlm-citation>
</ref>
<ref id="B29">
<label>29</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zickar]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Broadfoot]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The partial revival of a dead horse? Comparing Classical Test Theory and Item Response Theory]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lance]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Vandenberg]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Statistical and methodological myths and urban legends: doctrine, verity and fable in the organizational and social sciences]]></source>
<year>2009</year>
<page-range>38-57</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
