Avaliação Somativa de Habilidades Cognitivas: Experiência Envolvendo Boas Práticas para a Elaboração de Testes de Múltipla Escolha e a Composição de Exames

Bollela, Valdes Roberto; Borges, Marcos C.; Troncon, Luiz Ernesto de Almeida

doi:10.1590/1981-52712015v42n4rb20160065

“…The author mentions that for the assessment of skills related to the cognitive domain, three reference levels are used to create the questions: (a) basic, which requires factual knowledge, basically involving the memorization of facts and their recovery; (b) intermediate, which involves not only the acquired knowledge but also the skills to understand, interpret and apply that knowledge to solve simpler problems; (c) advanced, which involves the levels of analysis, synthesis and evaluation to propose solutions to more complex problems, such as those that are usually presented to health professionals. The study concluded that multiple-choice questions (MCQ) with only one correct alternative have several advantages, but for their adequate applicability, it is necessary to pay attention to good practices when creating questions and building exams, involving recommendations related to the test content and format, as well as the composition of the evaluation matrix or specification table 3 . Miranda Junior et al (2018) studied different conceptions of teachers and students from a public health school in Brasília about the criterionreferenced evaluation in Medicine and Nursing.…”

Section: Resultsmentioning

confidence: 99%

“…The articles included were: "O Teste de Progresso como indicador para melhorias em curso de graduação em medicina" by Rosa et al (2017) 16 ; "Avaliação somativa de habilidades cognitivas: experiência envolvendo boas práticas para a elaboração de testes de múltipla escolha e a composição de exames", by Bollela et al (2018) 3 .…”

Section: Scielounclassified

Progress Test in Medical School: a Systematic Review of the Literature

Reberti

¹

,

Monfredini

²

,

Filho

³

et al. 2020

Rev. bras. educ. med.

View full text Add to dashboard Cite

Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

show abstract

“…The articles included were: "O Teste de Progresso como indicador para melhorias em curso de graduação em medicina" by Rosa et al (2017) 16 ; "Avaliação somativa de habilidades cognitivas: experiência envolvendo boas práticas para a elaboração de testes de múltipla escolha e a composição de exames", by Bollela et al (2018) 3 .…”

Section: Scielounclassified

“…Multiple-choice questions constitute one of the most widely used methods in tests designed to assess cognitive skills. The evaluation process aims to understand the adequacy between the students' performance and the year in which they are enrolled, in addition to fostering learning and supporting decisions that will have implications for their progress, contributing to the quality control of educational programs 3 .…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

Reberti

¹

,

Monfredini

²

,

Filho

³

et al. 2020

Rev. bras. educ. med.

3

0

View full text Add to dashboard Cite

Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

show abstract

Correlação entre o desempenho no Teste do Progresso e a aprovação na residência médica

Guimarães

¹

,

Chiesa

²

,

Bessa

³

2022

Rev. bras. educ. med.

0

View full text Add to dashboard Cite

Resumo: Introdução: O Teste do Progresso (TP) permite uma avaliação acadêmica seriada com diversos benefícios para o aluno e a instituição de ensino. Trata-se de uma ferramenta complementar de avaliação. Tem-se tentado cada vez mais associar os resultados no TP com aqueles obtidos no processo seletivo da residência médica (RM), em razão de ambos medirem competências cognitivas. Objetivo: Este estudo teve como objetivo correlacionar o desempenho no TP de egressos do curso de Medicina com o resultado obtido por eles no processo seletivo para admissão na RM. Método: Trata-se de estudo transversal, quantitativo, realizado no período de julho de 2021 a março de 2022 com 143 alunos do curso de Medicina da Universidade de Fortaleza, que realizaram anualmente o TP no período da sua graduação e participaram do Processo de Seleção Unificada para Residência Médica do estado do Ceará. Resultado: Foi encontrada uma correlação significativa positiva (ρ = 0,257**; p < 0,001) entre a média de pontuação de todos os anos do TP e a aprovação na primeira fase da residência, bem como entre as notas do TP do sexto ano com a aprovação na primeira fase da residência (ρ = 0,354**; p < 0,001). Também houve correlação positiva entre as médias do TP e as notas do TP do sexto ano com a aprovação na segunda e última fase da RM (ρ = 0,226**; p < 0,001 e ρ = 0,265**; p < 0,001, respectivamente). Conclusão: Como o TP mostrou ser um excelente preditor de resultados em exames somativos de ampla concorrência, ele pode ser considerado uma ferramenta importante para o sucesso nas seleções de RM. Por conta disso, sugere-se que o TP seja cada vez mais valorizado tanto pelos alunos quanto pelas instituições que o aplicam.

show abstract

Avaliação Somativa de Habilidades Cognitivas: Experiência Envolvendo Boas Práticas para a Elaboração de Testes de Múltipla Escolha e a Composição de Exames

Cited by 10 publications

References 9 publications

Progress Test in Medical School: a Systematic Review of the Literature

Progress Test in Medical School: a Systematic Review of the Literature

Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

Correlação entre o desempenho no Teste do Progresso e a aprovação na residência médica

Contact Info

Product

Resources

About