Influence of the number of questions on the student's achievement in tests of anatomy.

The authors compare student's achievement in tests with low and moderately high number of questions requiring short answers. Five groups of Medical School students underwent their regular Anatomy evaluation tests, which consisted of 13 questions (one group), 15 (two groups) and 25 (two groups). In each group five questions were chosen at random, average scores being calculated from their marks. These scores were statistically compared to the ones calculated from the marks given to the full-length evaluation tests; it became quite evidente that averages go up when the number of questions is increased. Putting the averages in terms of A, B, C and D scores (very good, good, regular and insufficient), it was noted that failure to reach at least the C score is inversely proportional to the number of questions. The results are discussed in terms of determining the most proper number of questions to be given in a test.