Intro
Preface
Contents
Notes on the Editors
Chapter 1: Basic Concepts
Introduction
Types of Assessments
Formative Assessment
Summative Assessment
Assessments Methods
Written Assessment
Performance-Based Assessment
The Quality of the Assessment
Validity
From "Types of Validity" to Sources of Validity Evidence
What Is a "Construct?
Sources of Validity Evidence
Content
Response Process
Internal Structure
Relationship to Other Variables
Consequences
What Affects Validity (Threats to Validity)?
Reliability

Why Obtaining Reliability Is Important?
What Affects Reliability?
How to Measure Reliability?
Educational Impact, Acceptability, and Cost
Educational Impact
Acceptability
Cost
References
Chapter 2: Assessment of Learning Outcomes
Introduction
Outcome-Based Assessment
Classifications of Intended Learning Outcomes
Levels of the Cognitive Domain (Bloom's Taxonomy)
Psychomotor and Affective Domains (Tables 2.4 and 2.5)
Miller's Pyramid
Types of Written Assessment
Restricted-Response Items
Commonly Used Multiple-Choice Questions

Newer Formats of Multiple-Choice Questions
Constructed-Response Items
References
Chapter 3: Blueprint in Assessment
What Is Blueprint? Blueprint in the Context of Health Professional Education
Theoretical Underpinning of Blueprint
Benefits of Blueprinting
Designing the Blueprint
Developing the Blueprint
Phase One: Topics' Weight Estimation
Phase Two: Selection of the Appropriate Assessment Tool
Examples for Blueprint Templates
Research Methodology Course (Table 3.7)
Conclusion
References
Chapter 4: Constructed Response Items

Overview of Constructed Response Items and Rationale of Their Uses
Types of Constructed Response Items
Long Essay Question
Modified Essay Question (MEQ)
Short Answer Question (SAQ)
Constructing SAQs and MEQs
Using Rubric in CRI
Key Feature Approach Questions
References
Further Reading
Chapter 5: Key Feature Items
The Concept of Key Feature Items
The Structure of Key Feature Items
Psychometric Properties of Key Feature Items
Evidence Based on Content
Evidence-Based Response Process
Evidence Based on Internal Structure

Evidence Based on Relations to Other Variables
Evidence Based on Consequences of Testing
Conclusion
References
Chapter 6: A-Type MCQs
Background
Contextual Items
Noncontextual Items
Advantages and Limitations
How to Construct A-Type MCQs?
Stem
Lead-in
Options
Distractors
What Is the Optimal Number of Options in an Item: Five, Four, or Three?
What Is the Justification for Reducing the Number of Options?
Is Reducing the Number of Options Is the Only Way to Minimize NFDs?
Decreasing the Options from Five to Four Has Undesirable Effects