Theory Papers for Postgraduate Examinations: Are they Utilized Optimally as an Assessment Method?
Year: 2026
Type: article
Abstract: Dear Editor, We read with interest the article published in a recent issue of your journal viz “Theory Papers for Postgraduate Examinations: Are they Utilized Optimally as an Assessment Method?”.[1] We congratulate the authors for a well-conducted study. However, we have some comments. The development of a structured rubric matrix for evaluating the papers is commendable, as it allows for systematic and objective analysis across different subjects.[1,2] The inclusion of both quantitative scoring and qualitative observations enhances the depth of the assessment.[2] The study highlights critical issues in question paper settings, such as the predominance of recall-based questions, lack of questions addressing higher cognitive domains, and inconsistencies in paper moderation.[3] These findings underscore the need for improvement in assessment practices to better align with postgraduate-level competencies.[4] The authors’ recommendation for using blueprinting in assessment and developing structured essay questions are practical suggestions that could significantly enhance the quality of examinations.[5] Blueprinting ensures that the assessment covers a representative sample of the curriculum and aligns with the desired competencies, while structured essay questions can evaluate higher-order thinking skills more effectively than traditional recall-based questions.[6] The study’s primary limitation, as acknowledged by the authors, is the lack of content validity assessment.[1] Since the evaluators were not subject experts, they could not judge the appropriateness of questions in relation to curriculum content.[3] This limits the comprehensiveness of the analysis.[4] The study focuses primarily on the structure and cognitive level of questions without addressing other important aspects such as clinical relevance or alignment with learning outcomes.[5] Additionally, the impact of these assessment practices on student learning and performance is not explored.[6] Thanking you, Data availability statement Data sharing not applicable to this article as no datasets were generated and/or analyzed during the current study. Author contribution All authors contributed equally to reviewing the literature; analysis, interpretation of data and drafting the article. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.
Language: English
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7130512182