Authors : Syyeda Anees, Sheetal Harakuni, Ruksana Kausar
DOI : 10.18231/j.ijcbr.2021.049
Volume : 8
Issue : 3
Year : 2021
Page No : 234-236
Background: Competency based undergraduate curriculum stresses on objectivity, uniformity, validity and reliability of the assessment tools since assessment drives learning. Conventional Practical Examination (CPE) in Biochemistry is subjective and associated with examiner variability and raises concerns over its validity and reliability. Objective Structured Practical Examination(OSPE) addresses this problem as it includes objective testing through direct observation, assessment of knowledge, comprehension and skills.In this study the performance of 1 MBBS students in CPE & OSPE was compared & perception of students and faculty towards OSPE as Formative Assessment was evaluated.
Materials and Methods: Study included total of 150 Phase 1 MBBS students of 2019-20 batch & faculty of Biochemistry were included. CPE and OSPE was conducted on topic “Estimation of Blood Glucose” and marks were awarded.OSPE was conducted with 2 procedure & 4 response stations. Statistical Analysis: Percentage graphs & Student’s’ test using MS Excel were used.
Results: There was statistically significant difference between the mean scores of CPE and OSPE (P < 0>
Interpretation & Conclusion: Our study concludes that the scores of OSPE were better than that of CPE. OSPE eliminated examiner bias by integration of cognitive, psychomotor and affective domains. Therefore OSPE can be introduced as Formative Assessment & Summative Assessment.
Keywords: Conventional practical examination, Formative assessment, Objective structured practical examination, Summative assessment.