AbstractThis paper reports an analysis of correlations in students' performance in different modalities of assessment in haematology and multi-specialty (anatomical pathology, chemical pathology, haematology, immunology, microbiology and pharmacology) final integrated examinations. It is broadly agreed among medical educators that proper alignment between learning objectives, modes of delivery and assessment modalities is a key factor in shaping the desired outcomes. It is equally important that modalities of assessments are in concurrence among themselves within the assessment framework. A descriptive retrospective correlational analysis of 159 third-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students' results in different assessment modalities in five courses covering Applied Para-clinical Sciences, Integrated Para-clinical Sciences and Basic Para-clinical Sciences was performed. Results show positive correlations amongst all haematology components as well as the final integrated examination and the ontinuous assessment element had the strongest correlations with the total haematology component. It was concluded that combinations of multiple modes of assessment are important for adequate and fair assessment of knowledge and skill and that continuous assessment encourages students to work consistently throughout the course.
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