The issue of the level of difficulty in assessing first-year medical students continues to be a point of contention between the faculty and the preclinical administration. Some medical schools still do not know when to introduce vignette-style questions to students. We need to reach a consensus among faculty members regarding the level of assessment and the importance of formative assessment in student preparedness.

General objectives:

• Understand the general format of items for formative assessment.
• Be able to write item types
• Interpret the item analysis from formative assessment results and use them in the pre-summative review.

Workshop Schedule:

Design the Table of Specifications (TOS) for both the course learning objectives and the formative assessments

• 8:00 - 8:20 (20 min) Presenter didactics on Bloom’s taxonomy of learning objectives and assessment methods.
• 8:20 - 9:00 (40 min) Participant work to develop a TOS for their course - write at least 1 learning objective at the application level and 1 assessment item

Formative assessment and ongoing learning

• 9:00 - 9:20 (20 min) Didactics from presenters. Designing and writing various item types (i.e. levels 1, 2, 3 of USMLE items
• 9:20 - 10:00 (40 min) Dynamic: Participants write item types and receive feedback

Validating items with AI

• 10:00 - 10:20 (20 min) Presenter didactics on how to conduct item analyses and interpret validity with AI
• 10:20 - 11:00 (40 min) Dynamic: Participants interpret item analyses results and apply AI to