This thesis aimed to identify the most effective statistically derived standard setting method for integrated written assessments. A cross-sectional study design was adopted with twenty examinations subjected to five different methods. The credibility of methods was assessed on statistical similarity between the methods and consistency of the results. The criterion-referencing and acceptability was assessed in absolute cut scores, procedural validity of the methods and percent failures within assessments. Feasibility was determined on time required for standard setting. Among all the methods, only Cohen method at 90th centile rated moderate to high on all the criteria and proved to be most effective.