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Assessment is an essential part of the learning process in education. Students follow a surface approach when assessment emphasis is on recall of factual knowledge. Students adopt a deep approach if assessment demands cognitive abilities. The aim of the study was to evaluate the best tool for assessing the cognitive domain of the first year MBBS students.  Materials and Methods: I MBBS students of 28 in number who had scored more than 60 percent marks in the formative assessment examinations were included. Institutional Ethics Committee approval was obtained. Ten types of assessment tools were used. Answer scripts were evaluated by two examiners. SPSS version 16.0 was used for statistical analysis. ANOVA and Tukey posthoc analysis were used. A P value less than 0.05 was considered statistically significant.  Results: All the students performed well in the close-ended questions with statistical significant P=0.000  Conclusion: Good performers did well in all types of questions. Average performers did well in closed ended questions. Poor performers did not perform in both. Essays and SAQs remain the choice to differentiate a best performer in good performing candidates.

Evaluating the best tool to assess the cognitive domain of first year MBBS students in the subject of Biochemistry