Sequential testing in OSCEs increases reliability for borderline students because the increased number of observations implies that 'observed' student marks are closer to 'true' marks. However, the station-level quality of the assessment needs to be sufficiently high for the full benefits in terms of reliability to be achieved. The introduction of such a system has financial benefits, good validity inferences and has proved acceptable to students and other stakeholders.
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Pell et al. (2013) studied this question.