RÉSUMÉ
PURPOSE@#The spotter's (objectively structured practical examination) is an assessment tool which is widely used to test the practical knowledge of anatomy extensively. In Indian context it is used as an inclusive model in the gross anatomy practical examination and the marks allotted to it varies. The traditional spotter examination often has been blamed for only incorporating the initial levels of revised Bloom's taxonomy. This study retrospectively analysed the pre-professional spotter's examination score and tested its efficacy in terms of reliability, internal consistency, validity, educational impact, and resource intensiveness.@*METHODS@#The summative data of student's score on four different days of unrepeated spotter's examination and final theory examination score was collected and tabulated. These four group of students acted as independent cohorts. The difficulty index (DI), point biserial correlation (PBC), Cronbach α (CA) and descriptive statistics of each cohort were calculated. Revised bloom taxonomy rating was applied to spotter's.@*RESULTS@#We found heterogenous distribution of spotter's in each cohort according to DI. The PBCs and CA of each cohort were acceptable. The majority of spotter's tested the cognitive and comprehension domain of revised bloom's taxonomy. There was nonsignificant difference between mean scores of cohorts but we found low positive significant correlation between theory and spotter's score.@*CONCLUSION@#We concluded that the construct of spotter's was reliable, internally consistent, had fair validity, variable educational impact, and sustainable resource intensiveness. We propose urgent redesigning of spotter's to include higher level of taxonomy to comply with emerging curricular changes.
RÉSUMÉ
PURPOSE: The spotter's (objectively structured practical examination) is an assessment tool which is widely used to test the practical knowledge of anatomy extensively. In Indian context it is used as an inclusive model in the gross anatomy practical examination and the marks allotted to it varies. The traditional spotter examination often has been blamed for only incorporating the initial levels of revised Bloom's taxonomy. This study retrospectively analysed the pre-professional spotter's examination score and tested its efficacy in terms of reliability, internal consistency, validity, educational impact, and resource intensiveness. METHODS: The summative data of student's score on four different days of unrepeated spotter's examination and final theory examination score was collected and tabulated. These four group of students acted as independent cohorts. The difficulty index (DI), point biserial correlation (PBC), Cronbach α (CA) and descriptive statistics of each cohort were calculated. Revised bloom taxonomy rating was applied to spotter's. RESULTS: We found heterogenous distribution of spotter's in each cohort according to DI. The PBCs and CA of each cohort were acceptable. The majority of spotter's tested the cognitive and comprehension domain of revised bloom's taxonomy. There was nonsignificant difference between mean scores of cohorts but we found low positive significant correlation between theory and spotter's score. CONCLUSION: We concluded that the construct of spotter's was reliable, internally consistent, had fair validity, variable educational impact, and sustainable resource intensiveness. We propose urgent redesigning of spotter's to include higher level of taxonomy to comply with emerging curricular changes.