Use of an educational taxonomy for evaluation of cognitive performance

Buckwalter, J. A.; Schumacher, Richard; Albright, John P.; Cooper, Russell M.

doi:10.1097/00001888-198102000-00006

Cited by 57 publications

(73 citation statements)

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“…Questions are designed and classified using Bloom/McGuire's cognitive taxonomy: Level 1 questions address simple recall of information; Level 2 questions require interpretation of imaging studies and/or histologic material; Level 3 questions examine the test takers' ability to apply interpretation in directing further treatment [2,11]. A previous study that examined whether the OITE succeeds in testing each of the three levels found very close agreement in resident taxonomic classification of questions and the level of classifications defined by designers [2]. This close agreement suggested the OITE succeeds in examining different levels of cognitive function [2].…”

Section: Discussionmentioning

confidence: 99%

Analysis of the Pathology Section of the OITE Will Aid in Trainee Preparation

Frassica

Papp

McCarthy

et al. 2008

Clinical Orthopaedics &Amp; Related Research

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We analyzed the tumor-related questions on the Orthopaedic In-Training Examinations (OITE) over a 5-year period (2002-2006). Each year approximately 27 of the 275 examination questions (10%) are tumor-related. Malignant conditions are tested more than benign ones (1.2:1). Approximately nine questions per year are immediate recall of specific entities, while eight questions tested the examinees' ability to establish a diagnosis from imaging studies with or without biopsy material. Participants were required to establish a diagnosis from imaging studies and/or biopsy material and then choose treatment an average of seven times per examination. The examinees' abilities in evaluation and decision making of patients was only tested an average of twice during each examination. Analysis of the content and type of question on the OITE might enable trainees to prepare more systematically. We determined the content, classified the questions, and quantified the interpretive material.

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Section: Discussionmentioning

confidence: 99%

Analysis of the Pathology Section of the OITE Will Aid in Trainee Preparation

Frassica

Papp

McCarthy

et al. 2008

Clinical Orthopaedics &Amp; Related Research

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“…MCQ, SAQ and LAQ type of questions can measure the levels of cognitive domains using Bloom's taxonomy. 7 Any form of assessment needs to be evaluated considering five criteria: reliability, validity, educational impact, cost effectiveness and acceptability. 8 In the present study, it is evident that there is no uniformity in the assignment of marks to different subdivisions of the topics.…”

Section: Discussionmentioning

confidence: 99%

“…10 With some time, effort and training it is possible to develop MCQs that will evaluate the level III or problem-solving skills, as most of the physician's time is spent in analyzing patient's problems. 11 A valid MCQ question should be able to measure achievement of the intended learning outcomes of the module/unit and not just what is easy to measure.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of quality of MBBS Biochemistry theory question papers of medical institutions in Maharashtra

2017

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Background: In medical curricula, the assessment of cognitive domain of learning is through written theory examination. At present questions are prepared casually just before the examination and are not put through any quality check to assess reliability, validity, educational impact, and acceptability.Methods: This study was conducted to retrospectively review and evaluate question items in Biochemistry examination question paper, according to specified criteria with the intention to determine its quality and design. A total of 14 preliminary examination question papers were collected by request from medical colleges affiliated to Maharashtra University of Health Sciences, Nashik; to evaluate selection of topics, their weightage, cognitive level, difficulty level and types of MCQ, SAQ and LAQ items, as per prescribed structure and protocol of question setting. The data was compiled in Microsoft excel, and coefficient of variation was calculated for each parameter tested.Results: There was variation in the topic wise distribution of marks in relation to lecture hours and weightage assigned to each topic. In general, there was inconsistency and nonconformity with respect to the characteristics for maintaining quality. Inadequacy of testing higher cognitive levels and lack of case based and application type of questions was observed.Conclusions: The quality of question paper setting can be improved by introducing blue print in assessment system. The use of the blue print will ensure consistent high standard of question presentation, which will help students to understand the questions better and to answer them correctly.

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“…Written assessment in medical college is one of the major methods and question paper is major tool in the scheme of evolutions. 6 By keeping these things in mind we had evaluated theory question paper of pharmacology paper of university examination. It was noticed from result of analysis question papers that weightage of marks distribution of different subdivision of pharmacology was not uniform per year wise although mean percentage has been reflecting adequate coverage of each subdivision in Table 1, 2, 3 and 4.…”

Section: Discussionmentioning

confidence: 99%

Descriptive analysis of theory examination question papers of 2nd MBBS pharmacology of Krantiguru Shamji Krishna Verma Kachchh University (Gujarat)

Khuteta

Saurabh

2016

Int J Basic Clin Pharmacol

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Background: The Question Paper is the most important tool of theory exam examination. An attempt was made to assess the pharmacology question papers of university examination in accordance with their guidelines. To assess the pharmacology theory question papers for content validity, area of importance and to test the level of cognitive domain.Methods: Twenty four papers of university comprising 695 questions after preparing 520 learning objective were analysed. All questions were analysed for coverage of different subdivision of Pharmacology and marks allotted to them, type of taxonomic level of each question asked on the basis of verb use and percentage of question asked from area of importance.Results: It was observed that 18.40% weightage of marks given to general pharmacology and least .67% for immunosuppressant in paper I whereas in paper II, 34.90% for antimicrobial agents. About 84% questions were asked from must know area, 8.07% from nice to know area and 7.90 from desirable to know area. In paper I, 92.08% of the questions were to test factual recall (Bloom level I), remaining 07.93% were reasoning type but in other paper verbs were used to test only lower cognitive domain.Conclusions: All the sub-divisions of pharmacology were not covered in each theory assessment. Majority of questions were asked to test lower level of cognitive domain. Theory question papers should be designed to give proper weightage to whole subject area. Blue printing of theory question papers is absolutely necessary.

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Use of an educational taxonomy for evaluation of cognitive performance

Cited by 57 publications

References 0 publications

Analysis of the Pathology Section of the OITE Will Aid in Trainee Preparation

Analysis of the Pathology Section of the OITE Will Aid in Trainee Preparation

Evaluation of quality of MBBS Biochemistry theory question papers of medical institutions in Maharashtra

Descriptive analysis of theory examination question papers of 2nd MBBS pharmacology of Krantiguru Shamji Krishna Verma Kachchh University (Gujarat)

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