Abstract
Aim: Different evidence has revealed that the quality of exams significantly affects the quality of training. Therefore, the present study, with the purpose of evaluating final exams of specialized theoretical courses of Nursing, was conducted based on standard indicators of classical model of test evaluation. Methods: This is a cross-sectional study. Sampling was census and samples were 372 final exam questions of eight specialized theoretical courses of Nursing. Variables in exams were evaluated: Reliability, validity, difficulty, discrepancies, type and level of questions by two experts of education, and eight professors of courses. Results: The correlation between sessions and the overall number of designed questions for all courses was significant (r = 0.34, P < 0.001). For Bloom's level, 56.2% of all the questions were at knowledge level and 3 (0.8%) at synthesis level. Conclusions: Exam questions of Nursing major in the present study and many other studies are not of high quality. It is recommended that Evaluation Committees of universities carry out continuous supervision over educational and training plans be offered for question designers.
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