When designing an exam question, several key considerations should guide the question designer's efforts. The question must strike a balance in terms of fairness, avoiding extremes of being either too easy or too challenging, and it should effectively evaluate the knowledge that students have acquired during their studies.
At any educational level, including the doctoral level, there's merit in assessing foundational knowledge. It's crucial to base exam question designs on real-world scenarios, even if they may initially appear straightforward. Often, it's teachers or colleagues of the examiner who may incorrectly perceive such questions as easy.
Students who can answer foundational real-world questions are assumed to possess a strong grasp of the subject's fundamentals, and this is of paramount importance. A solid foundation provides a stable platform for tackling more complex problems. It's akin to having a firm climbing hold before deciding on the next move.
In a recent doctoral-level examination, I contributed a question designed to assess candidates' knowledge of ecological study design. This question underwent rigorous vetting session and modifications by a committee comprising experienced public health experts and medical educationists. Ultimately, the question was accepted and included in the final exam paper.
However, upon grading the answer scripts, it was disheartening to note that all 12 candidates scored less than half of the marks allocated for the question. While not knowing the specific name of the study design can be forgiven, lacking an understanding of the underlying concept is not acceptable.
The question presented candidates with an X and Y graph featuring scatter plots representing various states in the US. The X and Y axes displayed aggregated data, including percentages of screening uptake and the prevalence of cancer.
In a study program culminating in an exit examination, crafting questions that align with the principles of public health students may encounter in the field can be challenging. Consequently, the design of exam questions tends to lean towards empirical testing—evaluating what students should and are expected to know from their field experiences. Conversely, students might have encountered a broader range of real-world public health issues in the field, surpassing the theoretical teachings found in books or shared by experts who have already navigated these challenges.
I remained committed to ensuring a fair assessment. Regrettably, all students fell short of achieving a passing mark for my question, while they succeeded in the other three questions within the same section.
As expected, the students' failure to pass my questions triggered discussions and debates. My questions came under scrutiny. The external examiner expressed dissatisfaction with the question's type and quality, even suggesting that the marks for my question be disregarded to level the playing field for the students.
I am uncertain whether this approach truly served justice. While the students may have felt relieved, they might remain unaware of gaps and deficiencies in their knowledge. We could mistakenly assume that the students performed well in the exam, which could have negative repercussions in the long run. Reports are already circulating in the field that our alumni are not meeting expectations, prompting calls for a review of our programs.
I recall a piece of advice from Dr. Eesmoonee, emphasizing the importance of fairness in assessing students. While we should maintain objectivity in our assessments, we should not shy away from fairly addressing the performance of students who do not meet our prescribed standards. Over the years, there has been a degree of compromise in student assessments, with some passing and joining the Ministry of Health (MoH). However, their performance has not been stellar and has faced scrutiny from their supervisors. Some have even applied to become academics at Yuneemas.
I have more to pen down, but I think this should be suffice to describe an event that had occurred in my lifetime.
