The effect of Bloom's taxonomy level and other factors on the performance of final year veterinary students in theoretical assessment

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dc.contributor.other International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa)
dc.contributor.other University of Pretoria. Dept. for Education Innovation
dc.contributor.other University of Pretoria. Faculty of Veterinary Science
dc.contributor.upauthor Mostert, El-Marie
dc.contributor.upauthor Holm, Dietmar Erik
dc.date.accessioned 2017-06-12T09:39:18Z
dc.date.available 2017-06-12T09:39:18Z
dc.date.created 2017
dc.date.issued 2017
dc.description Poster presented at the 5th International Veterinary Simulation in Teaching Conference, 10-12 April 2017, held at the Intundla Conference Venue, Pretoria, South Africa. en_ZA
dc.description.abstract Objective computer-based assessment was used for the final comprehensive theoretical day one competency examination of veterinary students at the University of Pretoria. This examination consisted of different question types in 11 veterinary disciplines across 6 domestic animal species. Questions were scrutinised by an expert panel. The questions were also categorised according to the six levels of Bloom’s revised taxonomy. Questions from all the cognitive levels were included in each discipline, to confirm that the students’ competence was assessed with the emphasis on application of information and higher order thinking skills (levels 3-6). With retrospective quality assurance, difficulty score was determined as the mean score achieved by students for each question. Discrimination score was determined (for single choice questions only) as the high-low discrimination ability of the question using Questionmark Perception. In the examination of November 2016 (215 questions and completed by 125 students), Bloom’s level 1 to 6 represented 11%, 27%, 29%, 23%, 7% and 3% respectively. Short answer-, single choice-, multiple response- and matching type questions represented 19%, 38%, 35% and 8% respectively of the maximum score for the examination. Data were entered into a statistical analysis programme (NCSS 2007, NCSS, Kaysville, UT, USA). Following descriptive statistics to determine univariable associations, multiple regression analysis was performed to establish the independent predictors (P < 0.05) of difficulty and discrimination score of questions. The difficulty score (mean 0.61; SD 0.26) and discrimination score (mean 0.23; SD 0.16) of single choice questions were negatively correlated; however this association was not significant (P=0.18). Question type, Bloom’s level and discipline, but neither species nor maximum score of the question, were independently associated with difficulty scores of all questions (P<0.05). It was concluded that balance between different disciplines and species represented in final year veterinary examinations can be improved by changing the weighting of different Bloom’s levels or question types in species and/or discipline categories. en_ZA
dc.description.librarian ab2017 en_ZA
dc.description.sponsorship Sponsored by Virtalis, South Africa. Dept. of Higher Education & Training, Anatomoulds, Veterinary Simulator Industries, National Research Foundation, University of Pretoria. Faculty of Veterinary Science, Zoetis and Breed 'n Betsy en_ZA
dc.format.extent 1 page : graphs, table en_ZA
dc.format.medium PDF en_ZA
dc.identifier.citation Mostert, E. and Holm, D.E. 2017. The effect of bloom's taxonomy level and other factors on the performance of final year veterinary students in theoretical assessment. [Poster]. The Fifth International Veterinary Simulation in Teaching Conference, 10-12 April 2017, Pretoria. Available from: http://hdl.handle.net/2263/61030 en_ZA
dc.identifier.uri http://hdl.handle.net/2263/61030
dc.language.iso en en_ZA
dc.publisher Pretoria : University of Pretoria, Faculty of Veterinary Science en_ZA
dc.relation.requires Adobe Acrobat reader en_ZA
dc.rights ©2017 University of Pretoria. Faculty of Veterinary Science. Provided for educational purposes only. It may not be downloaded, reproduced or distributed in any format without written permission of the University of Pretoria, Faculty of Veterinary Science en_ZA
dc.subject Veterinary simulation en_ZA
dc.subject Veterinary medicine -- Study and teaching en_ZA
dc.subject E-learning en_ZA
dc.subject Veterinary medicine training en_ZA
dc.subject Teaching methods en_ZA
dc.subject.lcsh Teaching -- Aids and devices en_ZA
dc.subject.lcsh Veterinary medicine -- Study and teaching -- Simulation methods en_ZA
dc.subject.lcsh Educational technology en_ZA
dc.title The effect of Bloom's taxonomy level and other factors on the performance of final year veterinary students in theoretical assessment en_ZA
dc.title.alternative 5th International Veterinary Simulation in Teaching Conference, 2017, Pretoria, South Africa : proceedings en_ZA
dc.title.alternative InVeST proceedings, 10-12 April 2017 en_ZA
dc.type Event en_ZA
dc.type Text en_ZA
dc.type Other en_ZA


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  • InVeST Proceedings 2017 26
    Proceedings of the 5th International Veterinary Simulation in Teaching Conference held by the Faculty of Veterinary Science, University of Pretoria, 10-12 April 2017, Intundla Conference Venue, Pretoria, South Africa.

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