Online assessment of musical ability in 10 minutes: Development and validation of the Micro-PROMS.

We describe the development and validation of a test battery to assess musical ability that taps into a broad range of music perception skills and can be administered in 10 minutes or less. In Study 1, we derived four very brief versions from the Profile of Music Perception Skills (PROMS) and examined their properties in a sample of 280 participants. In Study 2 (N = 109), we administered the version retained from Study 1-termed Micro-PROMS-with the full-length PROMS, finding a short-to-long-form correlation of r = .72. In Study 3 (N = 198), we removed redundant trials and examined test-retest reliability as well as convergent, discriminant, and criterion validity. Results showed adequate internal consistency ( ω ¯ = .73) and test-retest reliability (ICC = .83). Findings supported convergent validity of the Micro-PROMS (r = .59 with the MET, p < .01) as well as discriminant validity with short-term and working memory (r ≲ .20). Criterion-related validity was evidenced by significant correlations of the Micro-PROMS with external indicators of musical proficiency ( r ¯ = .37, ps < .01), and with Gold-MSI General Musical Sophistication (r = .51, p<.01). In virtue of its brevity, psychometric qualities, and suitability for online administration, the battery fills a gap in the tools available to objectively assess musical ability.

Performance of an Upgraded Artificial Intelligence Chatbot for Ophthalmic Knowledge Assessment.

This cross-sectional study assesses the accuracy of answers generated by an updated version of a popular chatbot to board certification examination preparation questions.

The impact of test-taking strategies on eye movements of elementary students during reading comprehension assessment.

Teachers often encourage students to use test-taking strategies during reading comprehension assessments, but these strategies are not always evidence-based. One common strategy involves teaching students to read the questions before reading an associated passage. Research findings comparing the passage-first (PF) and questions-first (QF) strategies are mixed. The present study employed eye-tracking technology to record 84 third- and fourth-grade participants' eye movements (EMs) as they read a passage and responded to multiple-choice (MC) questions using PF and QF strategies in a within-subject design. Although there were no significant differences between groups in accuracy on MC questions, EM measures revealed that the PF condition was superior to the QF condition for elementary readers in terms of efficiency in reading and responding to questions. These findings suggest that the PF strategy supports a more comprehensive understanding of the text. Ultimately, within the PF condition, students required less time to obtain the same accuracy outcomes they attained when reading in the QF condition. School psychologists can improve reading comprehension instruction by encouraging the importance of teaching children to gain meaning from the text rather than search the passage for answers to MC questions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Saúde mental e cotas: um estudo comparativo entre estudantes universitários no Brasil / Mental health and quotas: a comparative study among university students in Brazil / Salud mental y cuotas: un estudio comparativo entre estudiantes universitarios en Brasil

Com a instauração da política de cotas, ocorreram profundas transformações no perfil dos estudantes das universidades públicas brasileiras. Essa nova composição do corpo discente, com maior representatividade de minorias e/ou estudantes de baixa renda, traz consigo novas demandas relacionadas à saúde mental do estudante. Apesar disso, ainda são escassas as pesquisas que investiguem esse contexto específico. Este estudo visa comparar a saúde mental de estudantes cotistas e não cotistas, avaliando diferenças nas prevalências de sintomas de depressão, ansiedade e estresse entre os dois grupos. Participaram da pesquisa 6.103 estudantes de graduação de uma universidade pública federal, dos quais 2.983 (48,88%) cotistas e 3.120 (51,12%) não cotistas. O levantamento de dados foi feito por meio de questionário on-line contendo questionário sociodemográfico e de hábitos de vida, e pelo Depression Anxiety and Stress Scale, na sua versão reduzida de 21 itens (DASS-21), utilizada para avaliar sintomas de depressão, ansiedade e estresse. Os resultados indicaram que os estudantes cotistas apresentaram maiores prevalências de sintomas de depressão e ansiedade quando comparados aos não cotistas. As áreas de Ciências Exatas e da Terra, e os Bacharelados Interdisciplinares apresentaram maiores diferenças entre os dois grupos em relação a esses problemas em saúde mental. Os resultados apontam para a necessidade de que as universidades estejam atentas às novas demandas em saúde mental dos estudantes e que estas sejam contempladas nas políticas de atenção à saúde estudantil.(AU)

With the introduction of the quota policy, profound changes took place in the profile of students in Brazilian public universities. This new composition of the student body, with greater representation of minorities and/or low-income students, brings new demands related to student mental health. Despite this, there are still few studies investigating this specific context. This study aims to compare the mental health of quota and non-quota students, evaluating differences in the prevalence of symptoms of depression, anxiety, and stress between the two groups. A total of 6,103 undergraduate students from a federal public university participated in the research, of which 2,983 (48.88%) were quota students and 3,120 (51.12%) were nonquota students. Data collection was carried out via an online questionnaire containing a sociodemographic and lifestyle questionnaire, and the Depression Anxiety and Stress Scale, in its reduced version of 21 items (DASS-21) was used to assess symptoms of depression, anxiety, and stress. The results indicated that quota students had higher prevalence of symptoms of depression and anxiety when compared to non-quota students. The areas of Exact and Earth Sciences and Interdisciplinary Bachelors were the ones that showed the greatest differences between the two groups in relation to these mental health problems. The results point to the need for universities to be attentive to the new demands in mental health of students and for these to be included in student health care policies.(AU)

Con la introducción de la política de cuotas, se produjeron cambios profundos en el perfil de los estudiantes de las universidades públicas brasileñas. Esta nueva composición del alumnado, con mayor representación de minorías y/o estudiantes de escasos recursos, trae consigo nuevas demandas relacionadas con la salud mental del alumno. Pero todavía existen pocas investigaciones sobre el contexto específico. Este estudio tiene como objetivo comparar la salud mental de los estudiantes beneficiarios de las políticas de cuotas y los no beneficiarios, y evaluar las diferencias en la prevalencia de síntomas de depresión, ansiedad y estrés entre los dos grupos. En la investigación participaron un total de 6.103 estudiantes de grado de una universidad pública federal, de los cuales 2.983 (48,88%) son estudiantes beneficiarios y 3.120 (51,12%) son estudiantes no beneficiarios. Los datos se recolectaron de un formulario en línea, que estaba compuesto por un cuestionario sociodemográfico y de hábitos de vida, y por la Escala de Depresión, Ansiedad y Estrés, en su versión reducida de 21 ítems (DASS-21), utilizada para evaluar síntomas de depresión, ansiedad y estrés. Los resultados destacaron que los estudiantes beneficiarios de las políticas de cuotas tenían una mayor prevalencia de síntomas de depresión y ansiedad en comparación con los estudiantes no beneficiarios. Las áreas de Ciencias Exactas y de la Tierra y Licenciaturas Interdisciplinarias presentaron las mayores diferencias entre los dos grupos con relación a estos problemas en salud mental. Los resultados apuntan a la necesidad de que las universidades sean conscientes de las nuevas demandas sobre la salud mental de los estudiantes y de que estas se incluyan en las políticas de atención de la salud estudiantil.(AU)

Do teste ao processo de avaliação psicológica: memórias sobre a formação do psicólogo no Brasil / From test to process in psychological assessment: memories on psychology training in Brazil / Del test al proceso de evaluación psicológica: memorias sobre la formación del psicólogo en Brasil

A temática da formação do psicólogo no Brasil no campo da avaliação psicológica ocupa importante lugar na literatura científica da área, com enfoques e levantamentos diversos. Este trabalho procura agregar conhecimento ao campo por meio de reflexão teórica e vivencial sobre diretrizes formativas em avaliação psicológica, acompanhando a construção da própria Psicologia no país. Recorreu-se a um levantamento de informações disponíveis em periódicos, anais de eventos científicos e em sites de associações científicas de Psicologia, selecionando produções qualitativamente relevantes para retratar uma perspectiva longitudinal sobre a formação em processos de avaliação psicológica, acrescentando vivências e memórias construídas ao longo de várias décadas de atuação na área. Procurou-se caracterizar algumas ações implementadas no campo desde a regulamentação da profissão até os desafios contemporâneos, enfatizando contribuições significativas de diferentes pesquisadores e grupos de investigação científica no país. O principal destaque deste trabalho está em evidenciar que a área de avaliação psicológica se movimentou no sentido de alterar sua atenção sobre os instrumentais (testes e materiais psicológicos) para os processos psicológicos envolvidos nessa prática profissional exclusiva da Psicologia no Brasil. Finaliza-se o trabalho com novos desafios impostos para essa especialidade profissional na contemporaneidade.(AU)

Professional training occupies an important place in the field of psychological assessment, appearing in the scientific literature under various approaches and surveys. This study seeks to add knowledge to this topic by means of a theoretical and experiential reflection on education guidelines, following the constitution of Psychology itself in Brazil. A bibliographical survey was carried out on journals, annals of scientific events and websites of Psychology scientific associations, selecting relevant academic productions to portrayal longitudinal perspective on training in psychological assessment, adding experiences and memories built over several decades of work. The text characterizes some actions implemented in Psychology, from its regulation to contemporary challenges, emphasizing significant contributions from different researchers and research groups in the country. Its main highlight is in revealing that psychological assessment changed its focus from instruments (psychological tests and materials) towards psychological processes involved in this professional practice that are exclusive to Brazilian Psychology. In conclusion, the paper points to contemporary new challenges imposed to this profession.(AU)

La formación de psicólogos en Brasil en el campo de la evaluación psicológica es un tema que ocupa un lugar destacado en la literatura científica del área, con diferentes enfoques y planteamientos. Este trabajo pretende contribuir con la reflexión teórica y experiencial sobre los planteamientos de formación en evaluación psicológica, siguiendo la construcción de la propia Psicología en el país. Se recogió la información disponible en revistas, anales de eventos científicos y en las páginas web de asociaciones científicas de Psicología, seleccionando las producciones cualitativamente relevantes para caracterizar una perspectiva longitudinal sobre la formación en procesos de evaluación psicológica, sumándose a experiencias y memorias construidas a lo largo de décadas de experiencia en el campo. Se buscó caracterizar algunas acciones puestas en marcha en el campo desde la regulación de la profesión hasta los desafíos contemporáneos, destacando los aportes significativos de diferentes investigadores y grupos de investigación científica del país. El principal destaque de este trabajo es mostrar que el área de evaluación psicológica pasó a trasladar su atención de las herramientas (tests y materiales psicológicos) a los procesos psicológicos involucrados en esta práctica profesional exclusiva de la Psicología en Brasil. Se finaliza con los nuevos retos impuestos para esta especialidad profesional en la contemporaneidad.(AU)

An initial environmental scan of APPE readiness assessment.

INTRODUCTION: Standards 2016 require schools/colleges of pharmacy (s/cop) to assess students' readiness to enter advanced pharmacy practice experiences (APPEs). However, literature describing how schools are meeting this standard is limited. The purpose of this study was to conduct an environmental scan to describe how s/cop assess student readiness to enter APPEs. METHODS: A web-based survey was distributed to assessment leads at United States s/cop, regardless of accreditation status. Respondents answered questions related to their current approach to assessing student APPE readiness, existence of intentional assessment plans, competencies used, assessment methods, benchmarks, and remediation strategies. Aggregate data were analyzed using descriptive statistics. RESULTS: Fifty-two S/COP (36.1%) responded. The majority (90.1%) were fully accredited schools. Most respondents have an intentional APPE readiness plan (73.5%), although the duration since implementation varied. There was no consensus among schools on which competencies informed APPE readiness with 67.3% listing Center for the Advancement of Pharmacy Education (CAPE) 2013 outcomes, 61.2% Guidance for Standards 2016 Appendix A, 53.1% pre-APPE domains (Standards 2007), and 30.6% Entrustable Professional Activities. Twenty-eight S/COP (57.1%) reported having individual student-level data to assess student APPE readiness. The most common methods for validating student APPE readiness were preceptor (48.9%) and student (44.9%) surveys. CONCLUSIONS: This environmental scan begins to identify trends in how S/COP is approaching the assessment of student readiness to begin APPEs. Further research is needed to identify best practices and practical methods to ensure compliance with current accreditation standards.

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills.

Today, many functional skills are technology-based, so development of a technology-based training program has broad importance. Here we present a computerized functional skills training program that was paired in half of the participants with a commercially available cognitive training (CCT) program. Non-impaired older individuals (NC) aged 60+ (n=45) and similarly aged individuals with mild cognitive impairment (MCI; n=50) were randomized to receive 12 weeks of twice-weekly computerized functional skills training (CFST) or 12 weeks of twice-weekly sessions split between CCT and CFST. Skills trained were use of an ATM; internet banking; ticket kiosk; telephone and internet prescription refill; medication management; and internet shopping. As with previous functional capacity assessments, we focus on completion time for each simulation. 51 participants completed the training program, either by mastering all 6 tasks (34) or completing 12 weeks of training. 44 more participants completed 4 or more training sessions so they were also analyzed for improvement up to their last training session. Completion time for all 6 tests significantly improved from the baseline assessment to the final training session in both groups of participants (all p<0.001 with an average improvement in task completion time of 45%). Further, there was no differential improvement in MCI and NC in the 6 tests from baseline to end of training (all t<1.66, all p>0.12). Finally, combined CCT plus CFST did not differ from CSFT alone on any of the percent-change score measures (all t<1.64, all p>0.11). Both NC and MCI groups evidenced substantial improvements in performance. CCT supplementation led to similar functional gains with half as many training sessions. The NC participants proceeded through the training fairly rapidly even without CCT supplementation; MCI participants required more training but learned equivalently. These findings suggest that even in cases with memory impairments, functional skills can be efficiently learned with training.

Institutional strategies related to test-taking behavior in low stakes assessment.

Low stakes assessment without grading the performance of students in educational systems has received increasing attention in recent years. It is used in formative assessments to guide the learning process as well as in large-scales assessments to monitor educational programs. Yet, such assessments suffer from high variation in students' test-taking effort. We aimed to identify institutional strategies related to serious test-taking behavior in low stakes assessment to provide medical schools with practical recommendations on how test-taking effort might be increased. First, we identified strategies that were already used by medical schools to increase the serious test-taking behavior on the low stakes Berlin Progress Test (BPT). Strategies which could be assigned to self-determination theory of Ryan and Deci were chosen for analysis. We conducted the study at nine medical schools in Germany and Austria with a total of 108,140 observations in an established low stakes assessment. A generalized linear-mixed effects model was used to assess the association between institutional strategies and the odds that students will take the BPT seriously. Overall, two institutional strategies were found to be positively related to more serious test-taking behavior: discussing low test performance with the mentor and consequences for not participating. Giving choice was negatively related to more serious test-taking behavior. At medical schools that presented the BPT as evaluation, this effect was larger in comparison to medical schools that presented the BPT as assessment.

A hierarchical latent response model for inferences about examinee engagement in terms of guessing and item-level non-response.

In low-stakes assessments, test performance has few or no consequences for examinees themselves, so that examinees may not be fully engaged when answering the items. Instead of engaging in solution behaviour, disengaged examinees might randomly guess or generate no response at all. When ignored, examinee disengagement poses a severe threat to the validity of results obtained from low-stakes assessments. Statistical modelling approaches in educational measurement have been proposed that account for non-response or for guessing, but do not consider both types of disengaged behaviour simultaneously. We bring together research on modelling examinee engagement and research on missing values and present a hierarchical latent response model for identifying and modelling the processes associated with examinee disengagement jointly with the processes associated with engaged responses. To that end, we employ a mixture model that identifies disengagement at the item-by-examinee level by assuming different data-generating processes underlying item responses and omissions, respectively, as well as response times associated with engaged and disengaged behaviour. By modelling examinee engagement with a latent response framework, the model allows assessing how examinee engagement relates to ability and speed as well as to identify items that are likely to evoke disengaged test-taking behaviour. An illustration of the model by means of an application to real data is presented.

Effect of a study skills course on student self-assessment of learning skills and strategies.

INTRODUCTION: The purpose of this study was to determine whether a study skills course taken by first professional year pharmacy students improved their self-assessment of study skills and strategies. METHODS: This study analyzed student responses to the Learning and Study Strategies Inventory (LASSI), an online assessment with questions in 10 subject areas: anxiety, motivation, concentration, test strategies, study aids, selecting main ideas, attitude, self-testing, information processing, and time management. Students in an elective study skills course in 2012-2017 completed the self-assessment prior to and at the end of the course. Wilcoxon signed-rank test was performed to compare class score pre- and post-course. RESULTS: Over a five-year period, 312 students completed both the pre- and post-course LASSI assessment. Average percentile scores increased significantly from the beginning to the end of the course in all 10 areas. Notably, average pre-course scores in seven subject areas (attention, concentration, self-testing, selecting main ideas, study aids, time management, and test strategies) were all below the 50th percentile, indicating a need for improvement in those skills to see increased academic success. Average post-course scores in each area increased to between the 50th and 75th percentile. CONCLUSIONS: This evaluation shows that a study skills course improves students' self-assessment of skills and attitudes associated with success in post-secondary education. Future studies will look at the effect of such a course on academic outcomes.

Impact of a low-cost simulated electronic medical record on perceptions of APPE readiness.

BACKGROUND: Meaningful use of electronic medical records (EMRs) is critical for providing high-quality, patient-centered care. However, many pharmacy students are not exposed to EMRs until the experiential components of the curriculum. EDUCATIONAL ACTIVITY AND SETTING: We created a low-cost simulated EMR (SEMR) using Microsoft PowerPoint software (Microsoft, Redmond, WA, Version 16.16) to use in a case-based application course for second-year pharmacy students for two consecutive years. FINDINGS: Pre- and post-assessment surveys of 162 students indicated that perceived confidence and efficiency navigating EMRs improved after the activity. Students agreed that the activity enhanced learning, improved understanding of how to extract meaningful data from EMRs, benefited their preparation for the fourth professional year, and demonstrated the role of informatics in patient care. SUMMARY: Incorporation of a SEMR using Microsoft PowerPoint enhances student perceptions of proficiency in navigating the patient medical record. Adoption of similar activities into pharmacy curricula may be an attractive option when adequate financial resources for simulation are unavailable.

[Improving test-taking conditions: An analysis from Lille]. / Aménagements des conditions de passation d'examens : analyse dans l'académie de Lille.

INTRODUCTION: Based on an analysis of test-taking conditions in 2015/2016, our aim is to focus on the use of additional time allowances in 2017 and to propose improvement measures that would reduce existing inequalities. METHODS: Data collection from the National Education Departmental Services for the analysis of test-taking conditions in 2015/2016 and random selection of 5% of the requests for the 2016/2017 school year (193 files). Information collection on the use of additional time allowances for the exam centers from June 2017.Letter submitted to the legal guardians of the sample of the 193 files. RESULTS: The main part of the 2015/2016 requests was for the Diplôme National du Brevet (Junior School Certificate), 31% from the private school sector, 11% from schools in priority educational areas (REP). In the sampling, 80.35% of the files include a request for additional time allowances. Among these, 76.43% are for "Dys-type" pathologies. 8881 datasheets were sent back to us from exam centers. The granted additional time allowance was not used in almost 60% of the cases. It is used among approximately 15% of the students. DISCUSSION: The present system seems to reinforce social inequalities of health and the suggested improvement measures are provided for identification, informational, accompanying, and intermediary evaluative purposes.

Students as stakeholders in assessment: how students perceive the value of an assessment.

INTRODUCTION: For assessment to fill an educational role, students must see the results generated by assessment as valuable, and actively engage with this feedback in order to support learning. Few studies include examinees as stakeholders in validation beyond general notions of acceptability. Here, we explore students as stakeholders in the validation of a newly implemented assessment. METHODS: A student-relevant validity framework based on the unified theory of validity was created and adapted to a survey format. Likert-style items were used to examine first- and second-year medical students' perceptions of a new cumulative assessment, with several open-ended items. Analysis included: mean ratings per subscale of validity evidence, thematic analysis of comments, and a correlation between questionnaire subscores and exam performance. RESULTS: Seventy-seven students participated (20.5%). Student perceptions of the assessment were favourable, with significantly different ratings across validity evidence (Response Process (4.8 (SD = 0.7); scored/6), Content (4.6(0.9)), Consequential (4.4(0.8)), Internal Structure (4.2(0.9)), and Relationship to Other Variables (4.0(1.0))). Exam performance correlated with subscores for Relationship to Other Variables (r = 0.34, p < 0.005) and Response Process (r = 0.24, p < 0.05). DISCUSSION: Students perceived the assessment as facilitating learning, providing 'checkpoints', and were disappointed when it did not meet their expectations regarding the purpose of assessment. If students perceive that results do not reflect their future performance in clinical environments, or do not align with their perceived purpose of assessment, the educational value of assessment may be limited. It is critical to understand when, and how students engage in interpreting and integrating assessment-generated feedback to ensure that assessment contributes positively to learning.

Analysis of question text properties for equality monitoring.

INTRODUCTION: Ongoing monitoring of cohort demographic variation is an essential part of quality assurance in medical education assessments, yet the methods employed to explore possible underlying causes of demographic variation in performance are limited. Focussing on properties of the vignette text in single-best-answer multiple-choice questions (MCQs), we explore here the viability of conducting analyses of text properties and their relationship to candidate performance. We suggest that such analyses could become routine parts of assessment evaluation and provide an additional, equality-based measure of an assessment's quality and fairness. METHODS: We describe how a corpus of vignettes can be compiled, followed by examples of using Microsoft Word's native readability statistics calculator and the koRpus text analysis package for the R statistical analysis environment for estimating the following properties of the question text: Flesch Reading Ease (FRE), Flesch-Kincaid Grade Level (Grade), word count, sentence count, and average words per sentence (WpS). We then provide examples of how these properties can be combined with equality and diversity variables, and the process automated to provide ongoing monitoring. CONCLUSIONS: Given the monitoring of demographic differences in assessment for assurance of equality, the ability to easily include textual analysis of question vignettes provides a useful tool for exploring possible causes of demographic variations in performance where they occur. It also provides another means of evaluating assessment quality and fairness with respect to demographic characteristics. Microsoft Word provides data comparable to the specialized koRpus package, suggesting routine use of word processing software for writing items and assessing their properties is viable with minimal burden, but that automation for ongoing monitoring also provides an additional means of standardizing MCQ assessment items, and eliminating or controlling textual variables as a possible contributor to differential attainment between subgroups.

Medical students' perception of test anxiety triggered by different assessment modalities.

OBJECTIVES: Test anxiety is well known among medical students. However, little is known about test anxiety produced by different components of exam individually. This study aimed to stratify varying levels of test anxiety provoked by each exam modality and to explore the students perceptions about confounding factors. METHODS: A self-administered questionnaire was administered to medical students. The instrument contained four main themes; lifestyle, psychological and specific factors of information needs, learning styles, and perceived difficulty level of each assessment tool. RESULTS: A highest test anxiety score of 5 was ranked for "not scheduling available time" and "insufficient exercise" by 28.8 and 28.3% students, respectively. For "irrational thoughts about exam" and "fear to fail", a highest test anxiety score of 5 was scored by 28.8 and 25.7% students, respectively. The highest total anxiety score of 1255 was recorded for long case exam, followed by 975 for examiner-based objective structured clinical examination. Excessive course load and course not well covered by faculty were thought to be the main confounding factors. CONCLUSIONS: The examiner-based assessment modalities induced high test anxiety. Faculty is urged to cover core contents within stipulated time and to rigorously reform and update existing curricula to prepare relevant course material.

Estrategias de evaluación en la Maestría de Ortodoncia y Ortopedia de la Facultad de Odontología de la Universidad Autónoma de Sinaloa / Assessment strategies in the Orthodontics and Orthopedics Masters at the School of Dentistry, University of Sinaloa

Introducción: La evaluación constituye un procedimiento dinámico, continuo y esencial para la educación, las formas que tradicionalmente se llevan a cabo para evaluar a los estudiantes no son suficientemente pertinentes para lograr los objetivos, esto, debido a que cada docente no se basa en criterios previamente establecidos, por ello, se requiere conocer y establecer estrategias de evaluación. Objetivos: Analizar las estrategias de evaluación que utilizan los docentes, describir desde la opinión del alumno y del docente, así como contrastar la relación que existe entre la opinión alumno-docente con respecto a las estrategias de evaluación aplicadas en la Maestría en Ortodoncia y Ortopedia de la FOUAS. Material y métodos:Estudio con enfoque cuantitativo, método descriptivo y de tipo transversal. Se utilizó el cuestionario de evaluación de la metodología docente y evaluativa (CEMEDEPU adaptado)...

Introduction: Evaluation is a dynamic, continuous and essential for education process, the forms that traditionally are performed for the evaluation of the students are not relevant enough to achieve the goals,this, because each teacher is not based on criteria previously established, therefore, it is required to know and establish evaluation strategies. Aims: Analyze assessment strategies used by teachers, described fromthe view of the student and the teacher, and to compare the relationshipbetween student-teacher opinion regarding the evaluation strategies applied in the Masters in Orthodontics and Orthopedics FOUAS.Material and methods: Study with a quantitative approach, descriptive and cross-sectional method. Questionnaire assessment of teaching and assessment methodology adapted (CEMEDEPU adapted)...