Home > Journals > Indian Journal of Anatomy

Indian Journal of Anatomy

Submit your article Read this Journals View all journals
Full Text (PDF)
Original Article

A Cognitive Level of Essay Questions and Item Writing Flaws in MBBS University Anatomy Question Papers: An Analytical Study

Pushpalatha K.* , Pushpalatha K.* , Deepa Bhat** , Praveen Kulkarni***

Author Information
Licence:


Indian Journal of Anatomy 5(1):p 57-60, . | DOI: DOI: http://dx.doi.org/10.21088/ija.2320.0022.5116.9
How Cite This Article:
Received : N/A         Accepted : N/A          Published : N/A
Abstract

 Background: Assessment drives learning. Reliable and valid question papers of higher cognitive function are difficult to produce, particularly for assessment of clinical problem solving. The present study was undertaken to analyze the essay questions and item writing flaws in the summative anatomy question papers. Methodology: 4 years Summative assessment question papers were collected and analyzed, (16 question paper and 32 essay questions) for cognitive level and item writing flaws by two assessors separately. Essay questions were analyzed according to modified blooms taxonomy of cognitive levels and by using validated checklist items. Item writing flaws were analyzed using validated checklists. The results were analyzed using SPSS software. Results: Among 32 essay questions analyzed, all of them were at level 1 of cognitive level of Bloom Taxonomy. Majority of questions addressed the competency that could be assessed only with essay question, were aligned to learning outcomes, structure and pertaining to must know aspects of curriculum. Out of 32 essay questions 17.2% were of average, 51.7% were good and 31% were of excellent quality. In connection with item wise flaws, majority of questions were ambiguous 86.2%, 75.9% questions were repeated in multiple years, same areas of curriculum was addressed in 51.7% questions and there was unequal distribution of marks among different topics in 75.9% papers. Conclusion: Well-constructed, peer-reviewed question papers meet the educational requirements and are advocated for assessing medical students. To construct the higher level of cognitive domain the faculty has to be well trained.

Keywords: Essay Question; Cognitive Domain; Assessment; Item Writing Flaws. 

References

No records found.

Funding

Author Information

Authors and Affiliatione

  • Pushpalatha K.*
    ,
  • Pushpalatha K.*
    ,
  • Deepa Bhat**
    ,
  • Praveen Kulkarni***
    ,
Conflicts of Interest
Supplementary Information

Below is the link to the supplementary material.

Rights and Permissions


About this article

Cite this article

Licence:


Download citation

Received Accepted Published
N/A N/A N/A
DOI: DOI: http://dx.doi.org/10.21088/ija.2320.0022.5116.9
Keywords

Article Level Metrics

Last Updated

Sunday 08 June 2025, 03:37:41 (IST)

85

Accesses

00
0
00

Citations


22
11
23

View full article metrics including social shares, article views and publishing history


Article Keywords

Keyword Highlighting

Highlight selected keywords in the article text.


Timeline

Received N/A
Accepted N/A
Published N/A

licence




Access this article


Reprint Order Form
Buy Single Article
Institutional Subscriptions

Share