The corresponding author should also indicate if the research forms part of a postgraduate short report, dissertation or thesis. The AJHPE does not hold itself responsible for statements made by the authors. Please inform the editorial team if the main findings of your paper have been presented at a conference and published in abstract form, to avoid copyright infringement. Material submitted for publication in the AJHPE is accepted provided it has not been published or submitted for publication elsewhere. The Agreement form should be uploaded along with other submissions files and any submission will be considered incomplete without it. Authors are required to complete and sign an Author Agreement form that outlines Author and Publisher rights and terms of publication. The work is licensed under a Creative Commons Attribution - Noncommercial Works License. Based on the acceptable reliability value, the assessment was shown to be an effective instrument to measure students’ foundational knowledge in human anatomy and physiology, which is part of life sciences.Ĭopyright remains in the Author’s name. For anatomy, the mean item difficulty index was 0.57 and mean discrimination index was 0.21.Ĭonclusion. The mean difficulty index (range 0 - 1) for physiology was 0.60, and the mean discrimination index was 0.15. A KR-20 score of >0.50 is considered acceptable. The KR-20 scores for the 21 physiology and 16 anatomy items were 0.48 and 0.57, respectively.
For MB ChB students, the KR-20 value was lower (0.57) compared with that for occupational therapy and physiotherapy students (0.66).
The Kuder-Richardson formula 20 (KR-20) reliability score, which ranges from 0 to 1, was 0.64 for all the students. Classic item and test analysis was done using Iteman 4.3 software (Assessment Systems Corp., USA). Three hundred and seventy-one first-year students (occupational therapy, physiotherapy and MB ChB) wrote the A&P foundational knowledge assessment. To develop and refine an anatomy and physiology foundational knowledge assessment (A&P foundational knowledge assessment), which looks back to the content of the Grade 12 life sciences curriculum and forward to the first-year anatomy and physiology curricula. To facilitate the appropriate teaching and learning of anatomy and physiology, there is a need to assess students’ baseline knowledge of life sciences at entry to their first year at university. However, there is much discussion on the effectiveness of these assessments to measure the preparedness of students for their first year at university. Universities in South Africa use the Grade 12 school-leaving examinations to measure whether students have the knowledge and skills needed to enter tertiary-level education.
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