Across this work, we show how scores are sometimes shaped by design features, rater behavior, timing, and data capture processes. I highlight how claims of fairness and precision depend on ongoing judgment, contextual awareness, and alignment with purpose.

Monteiro SD, Walsh A, Grierson LE. OSCE circuit performance effects: Does circuit order influence scores?. Medical Teacher. 2016 Jan 2;38(1):98-100.

Monteiro S, Sibbald D. Customizing the Standard to the Purpose of the Assessment. Journal of MultiDisciplinary Evaluation. 2018 Apr 13;14(30):105-7.

Monteiro S, Sibbald D, Coetzee K. i-Assess: Evaluating the impact of electronic data capture for OSCE. Perspectives on Medical Education. 2018 Apr;7(2):110-9.

Lang VJ, Berman NB, Bronander K, Harrell H, Hingle S, Holthouser A, Leizman D, Packer CD, Park YS, Vu TR, Yudkowsky R, Monteiro S, Bordage G. Validity evidence for a brief online key features examination in the internal medicine clerkship. Academic Medicine. 2019 Feb;94(2):259-66.

Coetzee K, Monteiro S. DRIFT happens, sometimes: Examining time based rater variance in a high-stakes OSCE. Medical Teacher. 2019 Jul 3;41(7):819-23.

Smee S, Coetzee K, Bartman I, Roy M, Monteiro S. OSCE standard setting: three borderline group methods. Medical Science Educator. 2022 Dec;32(6):1439-45.