الفهرس 
Introduction and RationaleOnly 14 pages are availabe for public view
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Abstract
Valid examination scores have an important role in supporting faculty and educators assessment decisions. However, unless the cut scores are appropriately determined, any result of assessment could be questionable. The process of standard setting is an integral part of any educational, certification testing, and licensing process. A major concern when setting a fixed and arbitrary standard (e.g. 60%) is that it will affect the test development process. It may not allow the examiners to know in depth what a student who passed an examination had mastered.
The Faculty of Medicine, Suez Canal University as all other medical schools in Egypt uses that fixed arbitrary 60% cut score. Therefore the adoption of standard setting strategies to set the cut score is considered an important step in the development of the assessment process and the future consequences based on the assessment decisions.
This study is a mixed quantitative-qualitative study, in which two standard setting methods (Angoff and Hofstee methods) were used to set the cut off score of the final MCQ exam of year three undergraduate medical students (2014-2015), the determined cut off score was compared with the arbitrary fixed 60% cut off score currently applied at the FOM-SCU. Furthermore, the subject matter experts’ Angoff scores for each discipline in the test were compared with those of non-subject experts of the same items and the difference was tested for statistical significance.