Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis

Autores
Giorgi, Gisela; Fernandez Delias, María Florencia; Fernández Chávez, Lucía; Giunti, Sebastián; Candela, Juan; Facchinetti, Maria Marta
Año de publicación
2025
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
Introduction/Problem: Over the past two years, the evaluation of students in Human Physiology at Universidad Nacional del Sur (UNS) has been summative, considering student participation, quiz scores (five quizzes before the midterm exam), and written exam scores (two exams during the course). Although innovations have been implemented to evaluate different aspects of student performance and to establish a continuous assessment approach, no study has been conducted to examine the validity and reliability of these assessments in education. Objectives: The objective was to analyze the reliability of written midterm exams by conducting correlation studies between question types and student scores, in order to determine whether the different question styles effectively discriminate among students with varying levels of knowledge and skills. Methodology: Data were collected from 72 students in 2023 and 97 students in 2024 who completed the physiology exam that included:  Context-based open-ended questions (e.g., clinical cases or physiological regulation scenarios): designed to deeply assess specific knowledge and skills.  Context-free multiple-choice questions: designed to assess general knowledge in a more superficial manner The correlation between scores obtained for each question type and the students’ final exam grades was calculated, categorizing grades into four ranges: 0–25, 25–50, 51–75, and 76–100. Results: The results showed that context-based open-ended questions were statistically significant direct correlation with student grades across all four ranges (p<0,01). However, for context-free multiple-choice questions, a statistically significant direct correlation was observed only in the 0–25 (p<0,01) and 76–100 grade groups (p<0,01), with no correlation found in the 25– 50 and 51–75 groups. Conclusion: The findings suggest that context-based open-ended questions are a more reliable predictor of student performance in physiology than context-free multiple-choice questions. Incorporating context-based open-ended questions can enhance the effectiveness of assessing students’ specific knowledge and skills. It is crucial to review and improve assessment items to ensure their reliability in measuring performance.
Fil: Giorgi, Gisela. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca; Argentina
Fil: Fernandez Delias, María Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina
Fil: Fernández Chávez, Lucía. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina
Fil: Giunti, Sebastián. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina
Fil: Candela, Juan. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina
Fil: Facchinetti, Maria Marta. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina
VIII Encuentro de Docentes de Fisiología y Física Biológica
Rosario
Argentina
Sociedad Argentina de Fisiología
Materia
physiology
analysis
score
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/279884
Acceder
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spelling Physiology Assessment For Biochemistry And Pharmacy: Reliability AnalysisGiorgi, GiselaFernandez Delias, María FlorenciaFernández Chávez, LucíaGiunti, SebastiánCandela, JuanFacchinetti, Maria Martaphysiologyanalysisscorehttps://purl.org/becyt/ford/3.1https://purl.org/becyt/ford/3Introduction/Problem: Over the past two years, the evaluation of students in Human Physiology at Universidad Nacional del Sur (UNS) has been summative, considering student participation, quiz scores (five quizzes before the midterm exam), and written exam scores (two exams during the course). Although innovations have been implemented to evaluate different aspects of student performance and to establish a continuous assessment approach, no study has been conducted to examine the validity and reliability of these assessments in education. Objectives: The objective was to analyze the reliability of written midterm exams by conducting correlation studies between question types and student scores, in order to determine whether the different question styles effectively discriminate among students with varying levels of knowledge and skills. Methodology: Data were collected from 72 students in 2023 and 97 students in 2024 who completed the physiology exam that included:  Context-based open-ended questions (e.g., clinical cases or physiological regulation scenarios): designed to deeply assess specific knowledge and skills.  Context-free multiple-choice questions: designed to assess general knowledge in a more superficial manner The correlation between scores obtained for each question type and the students’ final exam grades was calculated, categorizing grades into four ranges: 0–25, 25–50, 51–75, and 76–100. Results: The results showed that context-based open-ended questions were statistically significant direct correlation with student grades across all four ranges (p<0,01). However, for context-free multiple-choice questions, a statistically significant direct correlation was observed only in the 0–25 (p<0,01) and 76–100 grade groups (p<0,01), with no correlation found in the 25– 50 and 51–75 groups. Conclusion: The findings suggest that context-based open-ended questions are a more reliable predictor of student performance in physiology than context-free multiple-choice questions. Incorporating context-based open-ended questions can enhance the effectiveness of assessing students’ specific knowledge and skills. It is crucial to review and improve assessment items to ensure their reliability in measuring performance.Fil: Giorgi, Gisela. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca; ArgentinaFil: Fernandez Delias, María Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; ArgentinaFil: Fernández Chávez, Lucía. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; ArgentinaFil: Giunti, Sebastián. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; ArgentinaFil: Candela, Juan. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; ArgentinaFil: Facchinetti, Maria Marta. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; ArgentinaVIII Encuentro de Docentes de Fisiología y Física BiológicaRosarioArgentinaSociedad Argentina de FisiologíaSociedad Argentina de Fisiología2025info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectEncuentroBookhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/279884Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis; VIII Encuentro de Docentes de Fisiología y Física Biológica; Rosario; Argentina; 2025; 20-21CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://safisiol.org.ar/reunion-anual/Nacionalinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2026-02-06T12:19:50Zoai:ri.conicet.gov.ar:11336/279884instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982026-02-06 12:19:50.317CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis
title Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis
spellingShingle Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis
Giorgi, Gisela
physiology
analysis
score
title_short Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis
title_full Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis
title_fullStr Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis
title_full_unstemmed Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis
title_sort Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis
dc.creator.none.fl_str_mv Giorgi, Gisela
Fernandez Delias, María Florencia
Fernández Chávez, Lucía
Giunti, Sebastián
Candela, Juan
Facchinetti, Maria Marta
author Giorgi, Gisela
author_facet Giorgi, Gisela
Fernandez Delias, María Florencia
Fernández Chávez, Lucía
Giunti, Sebastián
Candela, Juan
Facchinetti, Maria Marta
author_role author
author2 Fernandez Delias, María Florencia
Fernández Chávez, Lucía
Giunti, Sebastián
Candela, Juan
Facchinetti, Maria Marta
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv physiology
analysis
score
topic physiology
analysis
score
purl_subject.fl_str_mv https://purl.org/becyt/ford/3.1
https://purl.org/becyt/ford/3
dc.description.none.fl_txt_mv Introduction/Problem: Over the past two years, the evaluation of students in Human Physiology at Universidad Nacional del Sur (UNS) has been summative, considering student participation, quiz scores (five quizzes before the midterm exam), and written exam scores (two exams during the course). Although innovations have been implemented to evaluate different aspects of student performance and to establish a continuous assessment approach, no study has been conducted to examine the validity and reliability of these assessments in education. Objectives: The objective was to analyze the reliability of written midterm exams by conducting correlation studies between question types and student scores, in order to determine whether the different question styles effectively discriminate among students with varying levels of knowledge and skills. Methodology: Data were collected from 72 students in 2023 and 97 students in 2024 who completed the physiology exam that included:  Context-based open-ended questions (e.g., clinical cases or physiological regulation scenarios): designed to deeply assess specific knowledge and skills.  Context-free multiple-choice questions: designed to assess general knowledge in a more superficial manner The correlation between scores obtained for each question type and the students’ final exam grades was calculated, categorizing grades into four ranges: 0–25, 25–50, 51–75, and 76–100. Results: The results showed that context-based open-ended questions were statistically significant direct correlation with student grades across all four ranges (p<0,01). However, for context-free multiple-choice questions, a statistically significant direct correlation was observed only in the 0–25 (p<0,01) and 76–100 grade groups (p<0,01), with no correlation found in the 25– 50 and 51–75 groups. Conclusion: The findings suggest that context-based open-ended questions are a more reliable predictor of student performance in physiology than context-free multiple-choice questions. Incorporating context-based open-ended questions can enhance the effectiveness of assessing students’ specific knowledge and skills. It is crucial to review and improve assessment items to ensure their reliability in measuring performance.
Fil: Giorgi, Gisela. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca; Argentina
Fil: Fernandez Delias, María Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina
Fil: Fernández Chávez, Lucía. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina
Fil: Giunti, Sebastián. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina
Fil: Candela, Juan. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina
Fil: Facchinetti, Maria Marta. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones Bioquímicas de Bahía Blanca. Universidad Nacional del Sur. Instituto de Investigaciones Bioquímicas de Bahía Blanca; Argentina. Universidad Nacional del Sur. Departamento de Biología, Bioquímica y Farmacia; Argentina
VIII Encuentro de Docentes de Fisiología y Física Biológica
Rosario
Argentina
Sociedad Argentina de Fisiología
description Introduction/Problem: Over the past two years, the evaluation of students in Human Physiology at Universidad Nacional del Sur (UNS) has been summative, considering student participation, quiz scores (five quizzes before the midterm exam), and written exam scores (two exams during the course). Although innovations have been implemented to evaluate different aspects of student performance and to establish a continuous assessment approach, no study has been conducted to examine the validity and reliability of these assessments in education. Objectives: The objective was to analyze the reliability of written midterm exams by conducting correlation studies between question types and student scores, in order to determine whether the different question styles effectively discriminate among students with varying levels of knowledge and skills. Methodology: Data were collected from 72 students in 2023 and 97 students in 2024 who completed the physiology exam that included:  Context-based open-ended questions (e.g., clinical cases or physiological regulation scenarios): designed to deeply assess specific knowledge and skills.  Context-free multiple-choice questions: designed to assess general knowledge in a more superficial manner The correlation between scores obtained for each question type and the students’ final exam grades was calculated, categorizing grades into four ranges: 0–25, 25–50, 51–75, and 76–100. Results: The results showed that context-based open-ended questions were statistically significant direct correlation with student grades across all four ranges (p<0,01). However, for context-free multiple-choice questions, a statistically significant direct correlation was observed only in the 0–25 (p<0,01) and 76–100 grade groups (p<0,01), with no correlation found in the 25– 50 and 51–75 groups. Conclusion: The findings suggest that context-based open-ended questions are a more reliable predictor of student performance in physiology than context-free multiple-choice questions. Incorporating context-based open-ended questions can enhance the effectiveness of assessing students’ specific knowledge and skills. It is crucial to review and improve assessment items to ensure their reliability in measuring performance.
publishDate 2025
dc.date.none.fl_str_mv 2025
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info:eu-repo/semantics/conferenceObject
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Book
http://purl.org/coar/resource_type/c_5794
info:ar-repo/semantics/documentoDeConferencia
status_str publishedVersion
format conferenceObject
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/279884
Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis; VIII Encuentro de Docentes de Fisiología y Física Biológica; Rosario; Argentina; 2025; 20-21
CONICET Digital
CONICET
url http://hdl.handle.net/11336/279884
identifier_str_mv Physiology Assessment For Biochemistry And Pharmacy: Reliability Analysis; VIII Encuentro de Docentes de Fisiología y Física Biológica; Rosario; Argentina; 2025; 20-21
CONICET Digital
CONICET
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language eng
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eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
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dc.coverage.none.fl_str_mv Nacional
dc.publisher.none.fl_str_mv Sociedad Argentina de Fisiología
publisher.none.fl_str_mv Sociedad Argentina de Fisiología
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
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repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.11174

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