Naheed Kausar
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.