Abstract:

There are several strategies to carry out continuous assessment of students in the new degrees. However, on numerous occasions, to develop it the limiting factor is the overload of word due to the large number of students per group.

The main objective of this study was the introduction, collaborative design and analysis of a continuous assessment system through the application of objective test in Health Sciences.

The study was divided into three phases:
1) Development through the virtual campus of the test questions by students or teaching teams
2) Development and implementation of evidence based multiple-choice test.
3) Assessment of the questions. First statistical item (sequence number, ratio correction, discrimination index and point biserial correlation) were be analyzed. Second statisticians distractors (proportion of difficulty, point biserial correlation key alternative homogeneity index of the item and psychometric characteristics) will be analyzed.
4) Redesign of proof based on the results obtained.

The activity proposed in this project has been evaluated on 697 students, which is evidenced greater academic performance. They have welcomed this proposal with a high degree of satisfaction in relation to other teaching strategies such as monographic related reviews, problem-based learning, etc. that suppose a big effort to them due to the high number of subjects per semester.

The study has shown that the test design is a critical stage, so when students are designing test items is simpler and did not adequately discriminate against students tested. However, the work done to develop the questions contributes to a greater understanding of matter and involvement by the student. Meanwhile, when the teaching team designs the test reliability (Cronbach's alpha) increases significantly so it would be advisable to collate with those designed by students or reprocessing of tests was made jointly teacher student.