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Progress tests are longitudinal assessments of students' knowledge based on successive tests. Calibration of the test difficulty is challenging, especially because of the tendency of item-writers to overestimate students' performance. The relationships between the levels of Bloom's taxonomy, the ability of test judges to predict the difficulty of test items and the real psychometric properties of test items have been insufficiently studied.

são paulo medical journal

Relationships between Bloom’s taxonomy, judges’ estimation of item difficulty and psychometric properties of items from a progress test: a prospective observational study