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Background: learning assessment is a process inherent to the development of the educational-teaching process. One of its purposes is to judge the degree of fulfillment of the aims formulated in the curricula, so it is necessary to prepare assessment tools with the required quality.Objective: to identify the main deficiencies in the assessment tools for the professional teaching, prepared by the teachers of the University of Medical Sciences of Las Tunas.Methods: a cross-sectional descriptive study was carried out at the aforementioned university, during the first semester of the academic year 2019-2020, on the deficiencies identified in the first control of the assessment tools. The universe was made up of 647 assessment tools for the midterm and final theoretical exams. The data were processed according to descriptive statistics.Results: out of the total controlled assessment tools, 41,4 % presented difficulties in their elaboration. The questions with the highest frequency of errors were those for the development of long answers with 61,7 % in the final exams and 67,4% in midterms, followed by test-type questions in 51,3 % of the final exams and 56,5 % of the midterms. Regarding the question component, the greatest difficulties were presented in the key and grading standards, 38,3 % and 58,7 % in final and midterm exams, respectively.Conclusions: there are still difficulties in the elaboration of the assessment tools in the final and midterm exams. |
