Analysis of Learning Objectives, Types of Question Items and Number of Question Items of a Medical College: A Case of a Medical College in Seoul.
- Author:
Kwang Ho MAENG
1
;
Bong Kyu KANG
Author Information
1. Catholic University Medical College, Korea.
- Publication Type:Original Article
- MeSH:
Humans;
Korea;
Learning*;
Nursing;
Schools, Medical;
Seoul*
- From:Korean Journal of Medical Education
1992;4(1):22-27
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
The written examination that is being used as the only tool to assess the learning ability of the students in Korea tests the degree to which each student has mastered the learning objectives. Idealy, the examination should test the students' in three major categories of objectives ; cognitive, motor-skills and affective area, and include various types of question items. In reality, however, the tests are very much simplified both in objective categories and types of question items simply because of the carelessness and conveniences of teachers. This study analyzes the pattern of objective categories, types of question items, and the number of question items of a mid-term examination of one medical school in Seoul. Fifty junior faculties from 50 departments and teaching units were asked to assess the question items of their own departmental examination after a guideline had been given by the authors. Major findings as obtained from the study are as follows ; 1. More than half (56.4%) of the test items were related to the cognitive area and only 10.8% of all the test items were related to motor-skills. Test items of pre-med courses were much more ideal than those of other medical and nursing courses in distribution of objective categories. Only 4.7% of the items of clinical medical courses were for evaluation of motor-skills. 2. In types of question items, 57.1% were essay type and the rest 43.9% were selection type. Test items of clinical medical courses were adopting the most ideal pattern in types of test items by having more than 4 different types of question items. 3. Average number of question items per teaching subject was 27.3 (range : 6-71). Some departments and teaching units were giving students too many test items in a given time period (50 minutes). In conclusion, written examination in a medical college varies in testing students' learning objectives, and types and number of test items by departments and teaching units. It is supported that before making test items, consideration on learning objective categories, types of question items and the number of question items in very much needed.
