Determining the alignment of assessment items with curriculum goals through document analysis by addressing identified item flaws

Our study revealed significant gaps in the alignment of multiple-choice questions (MCQs) with curriculum objectives, emphasizing the need for a systematic approach to address these flaws. Document analysis identified misalignments between content objectives, cognitive processes, and assessment strategies, which compromise the quality of evaluations and can hinder the development of critical thinking and problem-solving skills. To address these issues, we propose integrating identified flaws into institutional guidelines and implementing an updated checklist for pre-hoc evaluation of assessment items, with a focus on curriculum alignment and cognitive levels.