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Monday, February 27 • 3:15pm - 4:45pm
(SUNDANCE) Bringing your Exam Questions to Bloom: Writing Effective Open-ended Questions to Test Higher-level Thinking

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Abstract Body: Objectives: At the end of this workshop, participants will be able to Provide a rationale for using open-ended exam questions to test higher-level cognitive skills Categorize open-ended exam questions according to levels of Bloom’s taxonomy Write open-ended exam questions that test higher level cognitive skills Construct rubrics that incorporate cognitive skill level for grading open-ended exam questions Background/Methods: With the ever growing expansion of medical knowledge, there is increasing recognition that a physician simply cannot know all there is to know. This realization has led to increasing emphasis on teaching students how to apply knowledge and think critically. Traditional testing methods tend to emphasize recall due to ease of administration, construction and scoring. To match what is taught with what is assessed, alternative testing forms that promote application of knowledge are preferred. Open-ended exam questions are one such testing form, which, when constructed well, can test higher level cognitive skills such as application and evaluation of knowledge. Open-ended exam questions also give insight into students’written communication skills. At the University of California San Francisco, we recently converted all summative exams for the foundational science blocks in the School of Medicine curriculum to open-ended questions. With faculty development this has led to high quality exam questions and rubrics. In this practical, hands-on workshop, participants will learn: a) the rationale for using open-ended exam questions, b) how to construct effective open-ended exam questions that target higher level cognitive skills, and c) how to create appropriately aligned grading rubrics. Outline: 10 minutes: Introduction to the rationale for open-ended exam questions and Bloom’s Taxonomy 15 minutes: Small group exercise: categorize example questions according to Bloom’s taxonomy 10 minutes: Overview of best practices for writing open-ended exam questions 20 min: Small group exercise: writing exam items 10 minutes: Constructing rubrics – an overview of models and uses 15 min: Small group exercise: creating a rubric 10 min: Q&A about UCSF experience, take home lessons Intended outcomes: The goal of this workshop is to empower medical educators with the skills and tools to develop alternative methods of assessment that go beyond the traditional multiple-choice exam questions. We will hand out worksheets and tips to align questions with learning objectives and ensure feasibility of grading using rubrics. This workshop may also spark discussions around the role of assessment in the information era and on best practices for feedback Target Audience: all educators involved in assessment of learners 

Monday February 27, 2017 3:15pm - 4:45pm

Attendees (15)