Validity Evidence and Equity of a Multi‐Component Assessment Framework in a Developmental Anatomy Elective Among Undergraduate Medical Students Across Parallel Sections

Assessment frameworks in anatomy education should provide valid, reliable, and equitable measures of student learning. This study evaluated the validity evidence and equity of a newly developed multi-component assessment framework within a Developmental Anatomy elective for third-year medical students. A cross-sectional study was conducted among 43 third-year medical students enrolled in a Developmental Anatomy elective at King Faisal University, Saudi Arabia. The assessment framework comprised three quizzes, an image-based assignment, group presentations, and a final written examination. Validity evidence was evaluated using Messick's unified validity framework. Reliability analyses included Kuder-Richardson Formula 20 (KR-20) and Cronbach's alpha. Student perceptions were assessed through a validated questionnaire and qualitative feedback. The student perception questionnaire demonstrated excellent content validity (S-CVI/Ave = 1.00) and reliability (Cronbach's α = 0.985). The combined quiz component showed good reliability (KR-20 = 0.81), while the assignment demonstrated acceptable reliability (Cronbach's α = 0.68). Most quiz items had acceptable discrimination (mean = 0.39) despite high item difficulty (mean = 0.93). The strongest correlation was observed between summative assessment and final examination performance (r = 0.92). Students reported positive perceptions (mean = 4.06/5), particularly regarding fairness. No significant differences were observed between male and female sections across any component (all p > 0.05). The multi-component assessment framework demonstrated satisfactory validity evidence, reliability, and equity within a Developmental Anatomy elective. Integrating formative and summative methods provided a meaningful approach to evaluating student learning. Similar frameworks may be valuable in anatomy electives and other medical education settings.