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ORIGINAL ARTICLE
Year : 2017  |  Volume : 6  |  Issue : 2  |  Page : 86-91

Applying blooms taxonomy in framing MCQs: An innovative method for formative assessment in medical students


1 Department of Radiology, Sri Venkateswara Institute of Medical Sciences, Tirupati, Andhra Pradesh, India
2 Department of Surgical Gastroenterology, Sri Venkateswara Institute of Medical Sciences, Tirupati, Andhra Pradesh, India
3 Department of Community Medicine, Sri Venkateswara Institute of Medical Sciences, Tirupati, Andhra Pradesh, India
4 Department of Biochemistry, Sri Venkateswara Institute of Medical Sciences, Tirupati, Andhra Pradesh, India

Correspondence Address:
Silpa Kadiyala
Department of Radiology, Sri Venkateswara Institute of Medical Sciences, Tirupati - 517 507, Andhra Pradesh
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2277-8632.208010

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Background: Assessment is a crucial step in the educational process and is the driving force behind learning. Formative assessment (FA) is a relatively new concept in assessment methods. By applying Blooms taxonomy (BT), which describes developmental progression for knowledge in FA, we can drive deeper learning. We were interested to know if by framing multiple choice questions (MCQ) using BT model and using it as a tool for FA will help to reinforce learning among first year MBBS students. Materials and Methods: All 150 MBBS students taking biochemistry classes were subjected to MCQ tests at the end of series of lectures and an internal exam (T3). MCQ s were framed by applying BT testing at all levels of cognition domain. Pearson's correlation coefficient of marks before and after the intervention was calculated. Mean scores were analyzed using students paired t-test. Feedback was analyzed for students' perception regarding the assessment method. Results: Comparison of mean scores in T3 with average of T1 and T2 showed P value of >0.0001. Only 28.7% students got <50% marks when assessed after FA as compared to 46% students before using FA. Analysis of students' perception indicated a high level of acceptability and motivation toward incorporation of formative assessment. Conclusion: Introduction of MCQs as a tool for formative assessment at the end of each lecture helps to reinforce learning in first year medical students. This study demonstrates the need for using the BT model, which tests knowledge at various levels of cognition in FA pattern.


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