Gill J S, Sen Sourav
Associate Professor, Department of Microbiology, Armed Forces Medical College, Pune 411040, India.
Professor & Head, Department of Microbiology, Armed Forces Medical College, Pune 411040, India.
Med J Armed Forces India. 2020 Apr;76(2):207-212. doi: 10.1016/j.mjafi.2018.12.012. Epub 2019 Mar 29.
Assessment drives learning. Written assessment of many universities lacks uniformity and validation. Subjectivity influences assessment. Blueprinting has been used as content validity tools.
In this study, last 5-year's Maharashtra University of Health Sciences (MUHS) second year MBBS papers in Microbiology were evaluated for its content validity. Desired weightage to all the topics in microbiology was given by the faculty of Department of the Microbiology. University papers were also evaluated for level of cognitive domain tested. Closed ended feedback from faculty was taken and was statistically evaluated.
Study revealed both overrepresentation and underrepresentation of many topics across all the last 5-year university papers in subject of microbiology. The cognitive dimension tested in question papers as per revised Bloom's taxonomy was merely 8% from Bloom's level 1, 20% from level 2, and 8% from level 3, whereas 64% of the questions were ambiguous. Faculty feedback revealed significant impact (P < 0.05) from blueprinting in microbiology.
Assessment should be aligned to learning objectives, and blueprinting improves content validity.
评估推动学习。许多大学的书面评估缺乏统一性和有效性验证。主观性影响评估。蓝图设计已被用作内容效度工具。
在本研究中，对过去五年马哈拉施特拉邦卫生科学大学（MUHS）医学学士二年级微生物学试卷的内容效度进行了评估。微生物学系的教师给出了微生物学所有主题的期望权重。还对大学试卷所测试的认知领域水平进行了评估。收集了教师的封闭式反馈并进行了统计评估。
研究表明，在过去五年所有大学微生物学试卷中，许多主题都存在过度呈现和呈现不足的情况。根据修订后的布鲁姆分类法，试卷所测试的认知维度中，布鲁姆一级水平仅占8%，二级水平占20%，三级水平占8%，而64%的问题不明确。教师反馈表明蓝图设计对微生物学有显著影响（P < 0.05）。
评估应与学习目标保持一致，蓝图设计可提高内容效度。
