UTILIZATION OF TEST MANAGEMENT SOFTWARE TO FACILITATE STUDENT ASSESSMENT AND AMALGAMATE LEARNING OBJECTIVES WITH OUTCOME DATA

Donna Weber* and Allison Walters, University of Kentucky, Lexington, Kentucky 40536 U.S.A.

PURPOSE: This project was initiated to implement and evaluate a commercial test management software system (LXR-Test®) for three required Pharmacology courses at the University of Kentucky (Medicine and Dentistry). Fundamental to this effort was to document learners’ acquisition of key knowledge as defined by course objectives.

METHODS: Secure (not part of the public domain) exam items were entered into LXR-Test®, a searchable database. The first of multiple levels of classification was defined by course content areas. In-house processing and statistical analysis of exams permitted comparison with the LXR Test® methods. The second phase of this project - elaboration of an expanded standardized classification scheme, is under development.

RESULTS: Ten written MCQ exams have been administered using LXR-Test®. Advantages of this software include: a dramatic reduction of exam preparation time (accurate without redundant proofing), creation of multiple exam versions, and rapid receipt of student scores and statistical analysis. LXR reports have been utilized to summarize and review exam content and analysis. Most importantly, the first level of item categorization has been refined and standardized to permit selection of exam content to better reflect course objectives. The software has consistently produced identical data for student scores and exam reliability compared to the in-house method.

CONCLUSION: The initial implementation of LXR-Test® has met or exceeded expectations. The creation of test item linkage to a set of standard learning objectives has been initiated. This categorization incorporates both the content outline defined by USMLE Step1 and cognitive learning levels as defined by Bloom’s taxonomy.