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Related Experiment Videos

Student assessment -- a cautionary tale

M G Staskun, D J Daniels

    Medical Education
    |March 1, 1981
    PubMed
    Summary

    Course evaluations revealed a significant decline in student performance on end-of-year exams compared to mid-year tests. Analysis using Bloom's taxonomy showed higher cognitive demands in the final exam, indicating a mismatch in expected learning outcomes.

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    Area of Science:

    • Educational assessment
    • Cognitive psychology

    Background:

    • Course evaluations are crucial for understanding student learning.
    • Objective tests based on behavioral objectives are common assessment tools.

    Purpose of the Study:

    • To evaluate student performance in a course using two objective tests.
    • To analyze the cognitive levels assessed by the tests.
    • To identify discrepancies between expected and actual student achievement.

    Main Methods:

    • Administered two objective tests aligned with behavioral objectives.
    • Analyzed test results, comparing mid-year and end-of-year performance.
    • Applied Bloom's taxonomy to assess the cognitive levels of examination questions.

    Main Results:

    • Mid-year examination results were satisfactory.
    • End-of-year examination performance showed a significant decline.
    • The end-of-year exam required students to operate at substantially higher cognitive levels than the mid-year test.

    Conclusions:

    • A mismatch exists between the cognitive demands of the end-of-year examination and students' expected attainment levels.
    • Careful alignment of examination content and cognitive levels with course objectives is essential for accurate assessment.
    • Future course evaluations should ensure examinations appropriately reflect learning objectives and student capabilities.

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