Assessment and Evaluation Board
Assessment and Evaluation Board
Committee Members
- Vice Dean Responsible for Education Prof. Dr. Züleyha ALPER
- Chief Educational Coordinator / Department of Medical Education Assoc. Prof. Dr. İlker Mustafa KAFA
- Term 1 Coordinator Assoc. Prof. Dr. Engin SAĞDİLEK
- Term 1 Assistant Coordinator Assoc. Prof. Dr. Alper VATANSEVER
- Term 1 Assistant Coordinator Asst. Prof. Dr. Serdar ŞAHİNTÜRK
- Term 2 Coordinator Prof. Dr. İlknur ARI
- Term 2 Assistant Coordinator Assoc. Prof. Dr. Serdar BABACAN
- Term 2 Assistant Coordinator Assoc. Prof. Dr. Sema Serter KOÇOĞLU
- Term 3 Coordinator Assoc. Prof. Dr. Vahide ASLIHAN DURAK
- Term 3 Assistant Coordinator Asst. Prof. Dr. Sezer ERER KAFA
- Term 3 Assistant Coordinator Asst. Prof. Dr. Işıl Ezgi ERYILMAZ
- Term 4 Coordinator Assoc. Prof. Dr. Burcu YAĞIZ
- Term 4 Assistant Coordinator Assoc. Prof. Dr. Ezgi DEMİRDÖĞEN
- Term 4 Assistant Coordinator Assoc. Prof. Dr. Ercüment GÜRLÜLER
- Term 5 Coordinator Assoc. Prof. Dr. Serkan YAZICI
- Term 5 Assistant Coordinator Assoc. Prof. Dr. Yasemin DİNÇ
- Term 5 Assistant Coordinator Prof. Dr. Esin SÖĞÜTLÜ SARI
- Term 6 Coordinator Assoc. Prof. Dr. Tuba ERSAL
- Term 6 Assistant Coordinator Lect. Dr. Zeynep Gizem ERGÜN ÖZDEL
- Term 6 Assistant Coordinator Assoc. Prof. Dr. Halil İbrahim ÇIKRIKLAR
- Elective Courses Coordinator Asst. Prof. Dr. Murat Cenk ÇELEN
- Reporters Rojda HAN,, Gülay UYAR
About the Committee
The Assessment and Evaluation Committee;
is chaired by the Vice Dean responsible for Education and includes the Chief Educational Coordinator, term assistant coordinators, the question bank coordinator, one faculty member each from the Departments of Medical Education and Biostatistics, and an IT specialist. Members are appointed by the Dean’s Office.
Duties
- Prepare and propose the annual exam schedules to the Education Commission.
- Prepare and update the “Question Writing and Exam Structuring Guide”.
- Organize exam halls and invigilator assignments during examinations.
- Manage and develop the question bank.
- Plan and ensure the implementation of in-service training on assessment and evaluation.
Question Writing and Exam Structuring Guide
Dear Faculty Member,
Within the scope of the Curriculum Development process carried out to evaluate and improve our faculty’s education program, efforts are made to ensure that the program is continuously reviewed and improved based on both implementation feedback and assessment outcomes obtained after implementation. This process aims to identify deficiencies and implement necessary revisions.
Multiple-Choice Question Preparation Checklist
You may use the following checklist when preparing multiple-choice exams for course, committee, or clerkship assessments.
| MULTIPLE-CHOICE QUESTION PREPARATION CHECKLIST | |
|---|---|
| 1 | Ensure that the question stem and options are as brief and clear as possible, avoiding unnecessary wording or indirect expressions. |
| 2 | If more than one question is to be asked based on a single case or scenario, the total number should not exceed five, and an explicit note should precede the set. |
| 3 | Except for case-based questions, the stem and/or options should not be excessively long or time-consuming compared to other items. |
| 4 | The question stem should be meaningful and understandable on its own, without the need to read the options. |
| 5 | Avoid asking for personal opinions or judgments such as “in your opinion,” “what would you do,” or “what do you think.” |
| 6 | Refrain from using vague or absolute terms such as “generally,” “mostly,” or “always” in the stem. |
| 7 | Ensure that no question provides hints or answers to another question within the exam. |
| 8 | Highlight negative wording in the stem by underlining it only. |
| 9 | Avoid including options that contradict each other or make other options invalid. |
| 10 | Arrange numerical values in the options either in ascending or descending order. |
| 11 | Limit the use of options such as “All of the above” or “None of the above.” |