Development and testing of an assessment tool for integrated learning

Zoon Naqvi, R. Ahmed, B. Jamil

Research output: Contribution to journalArticle

Abstract

Objective: Development of integrated questions for undergraduate medical students and assessing students' capability to retain and apply basic concepts in an integrated way. Method: Multiple choice questions, attempting to probe understanding and application of different concepts, affiliated with different subjects and topics, were developed. As a pilot these were administered to the students of third year and final year at the end of their certifying examinations as a mock test. The following year these questions were introduced in the continuous assessments and subsequently the certifying examinations (in third year) as 33% of the whole examination. Difficult indices, item analysis and internal consistency (alpha) were calculated for all the questions. Results: The difficulty indices of integrated questions indicated that students found the integrated questions difficult. Conclusion: There was a significant change of distribution in terms of scoring for the integrated questions. Students' power to integrate showed reliable improvement when tested in the certifying examinations (JPMA 51:384,2001).

Original languageEnglish (US)
Pages (from-to)384-388
Number of pages5
JournalJournal of the Pakistan Medical Association
Volume51
Issue number11
StatePublished - Nov 2001
Externally publishedYes

Fingerprint

Learning
Students
Medical Students
Power (Psychology)

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Development and testing of an assessment tool for integrated learning. / Naqvi, Zoon; Ahmed, R.; Jamil, B.

In: Journal of the Pakistan Medical Association, Vol. 51, No. 11, 11.2001, p. 384-388.

Research output: Contribution to journalArticle

@article{3eb9b43e47f74a92a7e56f5bcc782710,
title = "Development and testing of an assessment tool for integrated learning",
abstract = "Objective: Development of integrated questions for undergraduate medical students and assessing students' capability to retain and apply basic concepts in an integrated way. Method: Multiple choice questions, attempting to probe understanding and application of different concepts, affiliated with different subjects and topics, were developed. As a pilot these were administered to the students of third year and final year at the end of their certifying examinations as a mock test. The following year these questions were introduced in the continuous assessments and subsequently the certifying examinations (in third year) as 33{\%} of the whole examination. Difficult indices, item analysis and internal consistency (alpha) were calculated for all the questions. Results: The difficulty indices of integrated questions indicated that students found the integrated questions difficult. Conclusion: There was a significant change of distribution in terms of scoring for the integrated questions. Students' power to integrate showed reliable improvement when tested in the certifying examinations (JPMA 51:384,2001).",
author = "Zoon Naqvi and R. Ahmed and B. Jamil",
year = "2001",
month = "11",
language = "English (US)",
volume = "51",
pages = "384--388",
journal = "JPMA. The Journal of the Pakistan Medical Association",
issn = "0030-9982",
publisher = "Pakistan Medical Association",
number = "11",

}

TY - JOUR

T1 - Development and testing of an assessment tool for integrated learning

AU - Naqvi, Zoon

AU - Ahmed, R.

AU - Jamil, B.

PY - 2001/11

Y1 - 2001/11

N2 - Objective: Development of integrated questions for undergraduate medical students and assessing students' capability to retain and apply basic concepts in an integrated way. Method: Multiple choice questions, attempting to probe understanding and application of different concepts, affiliated with different subjects and topics, were developed. As a pilot these were administered to the students of third year and final year at the end of their certifying examinations as a mock test. The following year these questions were introduced in the continuous assessments and subsequently the certifying examinations (in third year) as 33% of the whole examination. Difficult indices, item analysis and internal consistency (alpha) were calculated for all the questions. Results: The difficulty indices of integrated questions indicated that students found the integrated questions difficult. Conclusion: There was a significant change of distribution in terms of scoring for the integrated questions. Students' power to integrate showed reliable improvement when tested in the certifying examinations (JPMA 51:384,2001).

AB - Objective: Development of integrated questions for undergraduate medical students and assessing students' capability to retain and apply basic concepts in an integrated way. Method: Multiple choice questions, attempting to probe understanding and application of different concepts, affiliated with different subjects and topics, were developed. As a pilot these were administered to the students of third year and final year at the end of their certifying examinations as a mock test. The following year these questions were introduced in the continuous assessments and subsequently the certifying examinations (in third year) as 33% of the whole examination. Difficult indices, item analysis and internal consistency (alpha) were calculated for all the questions. Results: The difficulty indices of integrated questions indicated that students found the integrated questions difficult. Conclusion: There was a significant change of distribution in terms of scoring for the integrated questions. Students' power to integrate showed reliable improvement when tested in the certifying examinations (JPMA 51:384,2001).

UR - http://www.scopus.com/inward/record.url?scp=0035524652&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0035524652&partnerID=8YFLogxK

M3 - Article

VL - 51

SP - 384

EP - 388

JO - JPMA. The Journal of the Pakistan Medical Association

JF - JPMA. The Journal of the Pakistan Medical Association

SN - 0030-9982

IS - 11

ER -