the rehabilitation faculty were used as standard patients and were trained before the day of the examination. All faculty members and clinical educators of audiology were selected as examiners and two examiners were present in each station.

For procedure stations, two examiners observed the performance of the student, but question stations were controlled by just one observer. (However, the student's answer sheet from the question stations was evaluated by two examiners). A few days before the examination, a session was held for all 14 fourth-year audiology students. The procedure and its goals were explained and information regarding the attendance and general format of examination was provided to the students. One day before examination, all examiners received their evaluation checklists and related remarks in a session. Each examiner recorded hisevaluation of the student's performance on a separate score sheet to measure the reliability of the checklists.

The examination was given to all 14 fourth-year audiology students. The time at each station was five minutes. Each student performed the requested activity after arriving at the station and studying the relevant instructions. At each station, the examiner observed and timed the student's performance and scored each item from the checklist with a zero or one. Then, the student was referred to the next station.

At the end of the examination, the checklists were collected and data was entered into SPSS software. Regarding the reliability of an examination, one important point is the accuracy of that examination. To determine accuracy, term inter rate reliability (IRR) was used. To determine IRR in the