Standard 7 - Assessment

Standard 7 – Assessment 

(Conforms to Standards 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.9 & 7.1s)



Abdul Waheed Trust is running Avicenna Medical College as well as Avicenna Dental College and thus training graduates in MBBS as well as BDS curriculums. Both the colleges are working on the PM&DC guidelines as conformed by University of Health Sciences who has issued requisites syllabus and table of specification for the framing of the curriculum in medical and dental fields.


It is important for Avicenna Medical College and Avicenna Dental College to align itself with the vision of University of Health Science in framing out their mission and conformity with the standards and instructions desired by the University.


Vision and Mission of University of Health Sciences

Qualitative and Quantitative Revolution in Medical Education and Research through Evolution and thereby improve Health Care delivery to Populace.

UHS shall be innovative global centre of excellence in learning and research, supporting a community of scholars and professionals committed to serving society, promoting the development of students to reach their true potential in becoming competent, ethical, caring and inquiring health professionals for the benefit of the country and the wider world.



The Avicenna Medical College will live up to the name and reputation of "Abu Ali Sina Balkhi (Latin Name Avicenna)" and will be a model of excellence for the quality and innovation of its education programs, clinical services and research. The institution will continually strive to exceed the expectations of its patients, students, residents, and local community by constantly improving the services it provides with enthusiasm, teamwork and creativity.


In doing so, Avicenna Medical College aligns itself to the vision of its Affiliating University, i.e., University of Health Sciences and thrives to achieve the advancement in human health through creative delivery of educational programs, innovative research, commitment to public service and community engagement in a culture that supports diversity, inclusion, creative thinking, social accountability and respect for all.



Avicenna Medical College educates to create outstanding Healthcare professionals from a group of motivated students who are ready to face the challenge of serving the local community as well as compete at international forums. This, we believe is possible by creating conducive environment for Students to learn, to experiment, to observe and to experience Quality Medical Care Delivery thus catering to the healthcare needs of the general society and the communities.


The College follows a well thought program for grooming of students so that they become a useful member of the society. Mannerism, conduct, general behavior in a co-education set-up and emphasis on dignity, truth, poise and traits of a gentleman and gentle-lady receive special attention.


The College strives to implement the mission spelled out by the University of Health Sciences which aims to cultivate excellence in academics and research and development of a diverse talented workforce for achievement of standards of Health Sciences. The college also follows very strictly the University of Health Sciences’ high standard of ethics, integrity, professionalism and compassion while encouraging research at all levels as per the University policy.


Pakistan Medical & Dental Council Regulation Jan 2012:

In order keep at self-alignment with the guidelines of PM&DC, Avicenna Medical College and Avicenna Dental College have followed their guidelines in letter and spirit. The PM&DC guidelines are appended below.


Evaluation of Examinations and Quality Assurances:

“(1) All programs shall be evaluated by examinations and the process shall be objective and without bias shall judge the knowledge of the student equitably. The institution shall provide schedules of all examinations to Council three months in advance. Any and all examinations shall be inspected by the Council and no formal invitation to inspect examination is required to be extended to Council.

(2) The university shall not declare result of the examination unless cleared by Council and shall withhold result of an examination declared substandard by the Council and arrange a re-examination it told to do so by the Council office.

(3) A system for the evaluation of student achievement shall be in place throughout college life including assessment of theoretical knowledge problem solving, clinical reasoning and communication skills.

(4) The faculty of each discipline shall set the standards of achievement in these disciplines. The directors of all courses are to design and implement a system of formative (forty per cent) and summative (sixty per cent) evaluation of student achievement in each course. Each student shall be evaluated early enough during a unit of study to allow time for remediation.

(5) In assessing program quality, institutions are, to consider evaluation by students of their courses and teachers, in addition to other measures.

(6) Narrative descriptions of student performance and number of cognitive, achievement shall be included as part of evaluations in all required courses where teacher-student interaction permits this form of assessment.

(7) After graduation, to judge student achievement, the institution shall collect and use a variety of outcome data, including national' norms of accomplishment, to demonstrate the extent to which its educational program objectives have been successful and how many students succeeded in joining jobs, postgraduate courses and then achieving post-graduation and how many students appeared and cleared international examinations and programs.” (Authority PM&DC Regulations of 2012 26th January, 2012 – Clause 41)


HEC/PM&DC Curriculum Guidelines:

Assessments and Examinations

Minimum attendance and satisfactory completion of the log book is required for a student to be eligible for Module / Clerkship and Certifying Examination(s).

The assessment techniques / tools used must be appropriate for the objectives, the level of the learner and the domains tested.

Formative and Summative Assessment: The same tools may be used for formative or summative assessment. Formative Assessments will be used only for feedback to develop the learners, while Summative Assessments will be used to make pass/fail or progress decisions). Any assessment where the results contribute to a final score, which leads to a decision of the progress of the student, must be considered summative.

Feedback to the students should be provided after both formative and summative assessments.

Summative Assessment consists of the sum of the Continuous Assessment score (Internal assessment based on assessment of student performance during the module or clerkship) and end of year University Examination.

Students who pass all modules can sit in the University Examination.

Remediation and Re-sit Examinations. There should be opportunities for remediation and re-sit examinations for the summative component of continuous assessment and end-of-year assessments.

University Examinations will be held at the end of each academic year.


Assessment at Avicenna Medical College – Standard Operating Procedures:

These standard operating procedures apply to Avicenna Medical College examinations and assessments which follow regulations set by University of Health Sciences.


Assessment is an integrated process involving variety of procedures to obtain information about student learning and development. Assessment is necessarily ingrained term in the curriculum. Assessment when properly planned and carried out has a powerful steering effect on learning and curriculum. In medical education its importance cannot be overstated as the stakes are very high.


All faculty and staff involved in issuing and/or supervising examinations and assessments are responsible for:

  1. Ensuring these procedures are followed
  2. Ensuring that examinations and assessments are conducted under standard conditions that are consistent and fair to students.

Assessment Committee is a subcommittee of the Curricular Committee approved by the Principal.

Prof. Dr. Gulfreen Waheed                           (MHPE) Chairperson Committee

Prof. Dr. Rehana Shahid                               HOD Anatomy

Prof. Dr. Zubair Ahmed                                HOD Biochemistry

Prof. Dr. Rubina Hafeez                                HOD Pathology

Prof. Dr. Luqman Ahmed                             HOD Medicine

Prof. Dr. Mehmood Alam                             HOD Surgery

Prof. Dr. Nuzhat Parveen Khwaja               HOD Obs & Gynae


Standard Operating Procedures

The above committee is responsible for monitoring the assessment system to ensure that the HEC/PM&DC and the University of Health Sciences guidelines are strictly followed. Standard operating procedures for the Assessment Committee have been formulated and are attached as Annexure-A.


Principles of Assessment

Assessment is not an individual task to be implemented but it requires a programmatic approach for assessing competence as a whole. A programmatic approach with presupposed criteria to help design comprehensive assessment programs with quality assurance is shown in Table 1.


Assessment is a quest for improvement, which follows certain principles which are summarized below:

  1. Purpose of assessment.
  2. Determine content to be assessed.
  3. Select relevant assessment procedures.
  4. Incorporate variety in assessment procedures.
  5. Beware of limitation of assessment procedures.
  6. Modify instructional plan according to feedback.
  7. Assessment is a means to an end, and not an end in itself.


Assessment Policy at Avicenna Medical College:

With our college following traditional discipline based curriculum guidelines given by Pakistan Medical & Dental Council, University of Health Sciences, following assessment standard operating procedures have been formulated.

  1. Criterion Referenced Assessment (50% pass).
  2. Assessments will be at end of each term as well as end of year.
  3. The frequency, timing and weightage of assessments will be feasible, valid and reliable.4
  4. Assessment criteria will be clear and available to students in a timely manner.
  5. Appropriate feedback from students and teachers after each term (formative as well as summative assessments) will be carried out.
  6. Assessment schedule once approved will not be changed without approval by the Assessment Committee and Academic Council.


Knowledge, Skills & Attitude

The vision of the University and the mission of Avicenna Medical College clearly reflect that the assessment covers knowledge, skills and attitude. Theoretical knowledge is assessed by means of MCQs, SEQs and Viva. Skills are assessed through OSPE, OSCE, Practical Exams and Long and Short Cases. The details of each are to be discussed in the later paragraphs.


In order to instill the will to learn and the will to acquire skills, Avicenna Medical College engages the students to achieve student motivation, identify student difficulties, measure improvements that have taken place in the students’ education over time and encourage students to acquire high standards of knowledge and skills.


The development of attitude is achieved through identification and sympathy with student difficulty and taking improvement measures and encouraging the students to attain a better level of knowledge. Avicenna Medical College makes use of the following tools for the development of a positive Attitude.

  1. Leadership and Management lectures in association with teaching of Behavioral Sciences.
  2. Psychosocial Analysis Assessment marked as a part of the Curriculum.
  3. OSPE/OSCE marked as part of Summative Assessment.
  4. Long case / Short case marked as a part of Summative Assessment.

Note: Students’ attitude is monitored by his punctuality, discipline and conduct at the campus. Carefully noted are the students’ arrival for tests/exams and the number of un-answered MCQs and SEQs. Students are not allowed to enter the examination hall late and they are not allowed to handover their solved papers till the last minute.    

Assessment Procedures

The simplified instructional model summarizes the basic steps to be followed in the instructional process and illustrates the interrelated nature of teaching, learning and assessment.


Instructional Goal

Regarding the MBBS program our specific instructional goal is a competent physician that is the product. This will be the foundation of the assessment plan.

Assessment Practices:

  1. Instructional Methods: The methods of instructions at Avicenna Medical College are compatible with the guidelines of the University of Health Sciences. The following methods are commonly used:
    1. Lectures – For the development of concepts
    2. Tutorials – For small group discussion on the topic already introduced. Normally the tutorial precedes the Grand Test. So that all doubts are clarified. This is a formative exercise to prepare the students to do well in the Grand Test.
    3.  Practical – The practicals are held as specified in the syllabus of UHS. These relate to the practicalities of the subject in study. The practicals are suited to the undergraduate level.
    4. Discussions – Most notable are the key discussions which give the student an opportunity to assess themselves on their performance. This also enables them to seek review if they are not satisfied with the result declared.
    5. Viva – The policy of UHS to have an internal and external system of examiners is followed in letter and spirit. The examiners divide the questions for a fair assessment for the atisfaction of the students.
    6. OSPE/OSCE – This is arranged in the number of stations which are visited by the student and he/she has to answer the questions within the specified time. The OSPE/OSCE is introduced in the session examinations and is a summative assessment.
    7. Long/Short Cases – These are introduced again in the session exam and the prof exams and are usually scenario based in a clinical setting. These are high difficulty index and are thought provoking.
    8. Research – Conducted in the department of Medicine and Community Medicine is aimed at the methodology of research and this acts as a written assignment and is marked.
    9. Copy/Log book – Copies for the practicals are made in the basic sciences as a record of the practical performed by the student. The log books and the skills log books are for the clinical sciences. Each department has specified a logbook where all the clinical work is entered and authenticated. The clinical skills copy are for fourth and the fifth year and these have the details of the clinical skills conducted and acquired by the students.
  2. Educational Outcomes: The above instructional methods are designed to achieve the educational outcomes as given in Standard 2 where:

“It is expected that the MBBS graduates, by the end of their program, will be able to:

a.   Manage common, non-critical conditions independently

b.   Assist in the management of critically ill patients

c.    Demonstrate professional, ethical and culturally-appropriate behavior

d.   Advocate health promotion and disease prevention

e.    Work effectively in a health care team

f.    Demonstrate clear and efficient written and verbal communication abilities”


  1. As already mentioned in Standard 2 (Outcomes), the graduate is supposed to acquire sufficient knowledge skill and have an optimum attitude for the profession. Knowledge is achieved by the development of concepts and guiding the student to study the prescribed book. However, Avicenna Medical College has linked itself with the libraries of HEC and UHS online vide the links and


The availability of models, charts, training aids, electronic gadgetry in excess to the requirement as required by PM&DC and UHS ensures further acquisition of knowledge. This along with an efficient system of feedback helps in monitoring the student’s performance to achieve the standards set by the UHS. The sharing of the results and reports with parents motivates the students for better acquisition of knowledge.


The college has made available multiple area for the development of skills and these are as under:

  1. College Skill Lab
  2. Nursing Skill Lab
  3. Gynae Department Skill Lab
  4. Surgical Skill Lab
  5. Medical Skill Lab

Note: Skills expected to be acquired by the students are available to all students in the form of a handbook already attached as Annexure-A of Standard-2.


Clinical Skills

Skills are facilitated for acquisition because of clinical skills classes in the evening for upto 5 days a week. These classes are supervised and the students are encouraged to handle patients under strict supervision.


Professional Behavior

Emphasis is laid on professional behavior of the under-graduates towards the profession, patients, attendants and enforcement of minimum service delivery standards.


Types of Assessment Procedures

Performance of students will be assessed as following:

  1. Continuous Assessment During Academic Year

It will incorporate both formative and summative assessment for all academic years.

  1. Formative: Conducted throughout each term. Though low stake examinations but with feedback will improve student learning, leading to better performance in summative assessment. At Avicenna Medical College the formative assessment is in the form of Grand Tests, Revision Tests, Research, Tutorials, Assignments, Long Cases and Short Cases etc. These are aimed at preparing the student in terms of knowledge skills and attitude so that the student is ready for summative assessments and prof exams.
  2. Summative: Conducted at end of each term, consisting of Session Examinations which are conducted on the pattern of UHS annual Prof Exams. These consist of MCQs where the multiple choices are based on One best choice of high difficulty index and are scenario based cluster MCQs with extended matching questions. Together with the MCQs, the SEQs of high difficulty index involving clinical and scenario based, highly thought provoking and based on concepts are the part of the summative assessment at UHS standards. The summative assessment involves all the ingredients of the Summative Assessment Policy of the University of Health Sciences.


  1. End of Term Assessment

This will be summative carried out at end of each academic year.

Assessment Tools

  1. Various tools selected are as follows according to UHS guidelines.
  1. Written Assessment


Multiple Choice Question

When included in the Formative Assessment throughout each term. Though low stake examinations but with feedback will improve student learning, leading to better performance in summative assessment. At Avicenna Medical College the formative assessment is in the form of Grand Tests, Revision Tests, Research, Tutorials, Assignments, Long Cases and Short Cases etc. These are aimed at preparing the student in terms of knowledge skills and attitude so that the student is ready for summative assessments and prof exams.


When included in the Summative Assessment at end of each term, consisting of Session Examinations which are conducted on the pattern of UHS annual Prof Exams. These consist of MCQs where the multiple choices are based on One best choice of high difficulty index and are scenario based cluster MCQs with extended matching questions.  The summative assessment involves all the ingredients of the Summative Assessment Policy of the University of Health Sciences.


Short Essay Question

Written assessment formats are the most well-known and most widely used assessment methods in medical education. Learning outcomes which are mainly based on cognitive domains can be assessed by written tools. The SEQs in the formative assessment are of a mid-level difficulty index. However, when used in the summative assessment these are of high difficulty index, thought provoking and scenario based where the clinical tangent is involved. 


  1. Assignments

Every month in various departments topics concerned with the term will be given for assignment. These will be a part of formative assessment. As well as Clinico- Basic and Pathologic Conferences are held for preclinical and clinical years, respectively.


  1. Practical/Clinical Assessment


Objective Structured Practical Exam (OSPE)

A formative OSPE will be held during terms and summative at the end of year. It will consist of laboratory-based and practical questions related to the learning objectives covered in the course. The students will be given feedback after formative assessment.

Objective Structured Clinical Exam (OSCE):

A formative OSCE will be held during the term and summative at the end of year. It will consist of clinical and practical questions related to the learning objectives covered in the course. The students will be given feedback after formative assessment.

Long Case

At the end of fourth and final year each subject will be assessed by a long case. Daily encountered problems will be the case scenarios for which students will be trained during formative assessment in clinics.

Structured Viva

At the end of examination an integrated viva will be taken in which relevant specialists will sit and ask questions. There will be guidelines for examiners to follow.

Log Books

In case of log books required entries will be countersigned by observer. It will be criterion referenced whereas the students will have to fulfill following criteria: for example assignments, case presentations in wards, departmental log books.


  1. Internal Assessment

The progress report from teachers will have separate column about behavior and attitude of students in each term in addition to academic record with minimum pass of 50%.

Notification of Results

  1. The Assessment Committee will display result on notice board as well as the results are sent through SMS the father of the student.

Results as hard copy and will also be sent to parents of each term.


Conducting Examinations and Assessments

Conducting Examinations and Assessments According to University of Health Sciences Guidelines. In all examinations and assessments, the conditions underpinning the examination or assessment shall be displayed on concerned department notice boards to students prior to the examination or assessment taking place.

Note: Any requests for special assistance example reader/writer are to be made prior to the examination or assessment.

Examinations and Assessments conducted under ‘Examination Conditions’

  1. Students may only enter the examination room under the instruction of the supervisor.
  1. Students must display their College Student ID card on their desk throughout the examination.  In the event that a student forgets their ID card, the supervisor may, at his/her discretion, allows the student to provide some other form of identification such as a CNIC.
  2. All bags and personal possessions must be left clear of the seating area, near the entrance/exit of the examination room.
  3. Hats, caps and earplugs are not to be worn in the examination room and watch alarms must be turned off.
  4. Cell phones are to be switched off and left with bags/personal possessions near the entrance/exit of the examination room. No other forms of electronic listening and/or receiving devices or digital/mobile technologies are permitted in the examination room. 
  5. Students may bring only the following equipment to the examination; pens, pencils, eraser, ruler.  Pencil cases, wallets and purses are not permitted on desks.

Nothing edible may be brought into the examination room.  Students may bring a clear, plastic water drink bottle.  

Dictionaries, printed or electronic, are not permitted and other materials will be permitted as specified on the examination cover sheet.

  1. Paper or answer booklets will be supplied.  Any rough working notes are to be handed to the supervisor at the end of the examination.
  2. Reading time may be specified in the ‘Instructions to Candidates’ and this will be conducted in silence prior to commencement of the examination. 

During the reading time, students must not write in their answer books or make notes; the supervisor will announce when they may commence writing.

  1. Students will be instructed to:
  1. Write their name clearly on each sheet of writing paper used or on the answer sheet provided.
  2. Number each answer and each page of that answer.
  3. Answer all questions legibly in pen/ink. 
  4. Clearly cross out errors (white-out should not be used).
  5. Read special instructions with care, and follow them.
  1. A student may not enter the examination room after the first fifteen minutes.
  2. A student may not leave the examination room in the first thirty minutes of the examination or during the last fifteen minutes.
  3. If a student wishes to go to the toilet or becomes ill during an examination, they must raise their hand and will be escorted out by a supervisor.  Students must not leave the room unaccompanied to go to the toilet.
  4. The supervisor will tell students when there are thirty minutes remaining before the end of the examination and again when there are fifteen minutes remaining.
  5. Students will not continue writing or add anything to their answers after the supervisor has announced the end of the examination.
  6. Students shall not communicate with each other in the examination room or copy from another's answers.
  7. In the event of suspected cheating, the student(s) will be cautioned by the supervisor, any equipment found in the student(s)’ possession will be confiscated, and the circumstance will be noted and reported to the lecturer.
  8. If a fire alarm sounds during an examination, the supervisor will make a note of the time the examination stopped, and:
  1. Instruct students to stop writing and turn their examination papers over;
  2. Remind students that examination conditions still apply and that they must not talk with each other about the examination;
  3. Ask the students to calmly and quickly evacuate the building;
  4. Once permission has been given to re-enter the building the students will be seated and asked to draw a line under their work to indicate what was done before and after the disruption;
  5. The examination will be restarted when everyone is settled; an additional 10 minutes grace period will be allowed in addition to the time lost during the disruption.

In the event of the examination being abandoned, a new examination will be prepared and an alternative date and time will be scheduled. 

Practical Assessments

The regulations for the preparation and conduct of practical assessments vary between subject areas. Where regulations have not been specified they have to be put up to the Academic Committee.

Clinical Assessment

The clinical assessment is carried out in the following forms:

  1. Scenario based Clinical Oriented MCQs
  2. Scenario/Clinical based SEQs/SAQs
  3. On-Patient training viva
  4. Ward tests
  5. OSPE
  6. OSCE
  7. Introducing students to the system of simulated and standardized patients


Different departments are autonomous to carryout according to their subject content and context.


Implementation of Assessment System

Avicenna Medical College cares to follow the assessment system for the subject based learning (UHS Guidelines). The college will switch over to a modified system whenever it has to in view of the impending possibility of the system based curriculum (integrated curriculum) being followed from session 2019-2020.


Assessment Framework

The framework for assessment involves the University guideline of:

  1. Pass marks 50%
  2. Equal marks for theory and for practical
  3. Internal Assessment 10% to be awarded by the college
  4. Allocation of marks as under




Marks Theory

Marks Practical / OSPE / OSCE






Internal assessment 10%





Internal assessment 10%





Internal assessment 10%


Islamiyat & Pak Studies








Internal assessment 10%





Internal assessment 10%


Forensic Medicine



Internal assessment 10%


Community Medicine



Internal assessment 10%


Special Pathology



Internal assessment 10%





Internal assessment 10%





Internal assessment 10%





Internal assessment 10%





Internal assessment 10%





Internal assessment 10%





Internal assessment 10%


Behavioral Sciences



Internal assessment 10%


Avicenna Medical College endeavors to implement the assessment system of the UHS subject based curriculum as it is in vogue at present by implementing the curriculum with the basic ingredients of assessment implementation as follows:

  1. Grand Test
  2. Revision Test
  3. Session Examinations
  4. OSPE
  5. OSCE
  6. Viva
  7. Log books / Copies
  8. Assignments
  9. Research work
  10. Tutorials
  11. Long case
  12. Short case


The college has a prepared exhaustive table of specifications, annual planner, schedule of tests and examinations and other details to achieve optimum academic results. These inputs in the curriculum are strictly according to HEC, PM&DC and UHS rules and syllabus. The conduct of the assessment tools as given in Para 32 above.


The question papers are prepared in secrecy and approved by the Principal. The department then gets sufficient copies made in secrecy and submits the same to the directorate of Medical Education 24 hours before the scheduled test / exam. On the day of the examinations these papers along with the answer sheets are collected from the DME and taken straight to the examination hall where they are opened and are distributed to the students for attempting the question.


After the papers have been solved, the MCQs are marked immediately and the SEQs marked and submitted within two days (except for revision tests where the results have to be submitted within 24 hours) from here, the assessment system as envisaged in the earlier paragraphs is applied.


Every test / examination is supported by keys both for MCQs and SEQs. Adequate time is air marked for key discussion in which the member of the faculty explains to the class the how in fact they should have attempted the MCQs and SEQs. This gives an opportunity to the class to make the assessment of how they have attempted the paper and what mistakes they have made and how not to repeat them in future.


Grand Test: The syllabus of each subject for which the table of specification has been formulated in detail is divided into various topics and grand tests are held after the topic has been covered in theory, practical and in tutorial classes. The grand test is the first exposure of the student towards assessment of his/her knowledge and skills and is held once only for each topic covered as the syllabus goes along. The grand test has the following ingredients:

  1. MCQs                               45% marks
  2. SEQs                                 45% marks
  3. Viva / Copy                     10% marks

Note: The DME maintains a record of all grand tests along with the keys to the MCQs and SEQs and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills.


Revision Test: The revision tests are designed to precede every session exam and they are aimed at breaking up the syllabus and covering the same in small bits so that the students can have exhaustive study of the portion of the syllabus to be tested upon. The schedule of revision test is decided jointly by the Assessment Committee and the students’ class representatives so that the student input is brought into consideration. In this case the students’ representatives include the weak students, the average ones and good students. And this mix ensures that adequate time is provided to weak students to do exhaustive studies.


  1. Depending upon the syllabus covered. 8 to 10 revision tests are held in preparation for the session exams. The contents of the revision tests are:
    1. MCQs (30)                                    30 marks
    2. SEQs (6)                            30 marks
  2. : The DME maintains a record of all grand tests along with the keys to the MCQs and SEQs and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Four sets of revision tests are held annually. One each before the early session, mid-session, late session and/or send-up examination.


Session Examination: As per the annual planner and schedule, three session exams are held every year and these are generally held in March, June and August each year. The late session examination is held in August and as an extra opportunity for the students to qualify the send-ups for the border line cases is only held one month before the prof exam. The following session exams are held:

  1. Early Session Examination                      50% of syllabus
  2. Mid-Session Examination                                    85% syllabus
  3. Late Session Examination                                    100% syllabus
  4. Send-up Examination                              For the very weak


  1. The details of the session examination are as under
    1. Theory - 50% marks divided as under
      1. MCQs                               45% of theory marks
      2. SEQs                                 45% of theory marks
      3. Log book / copy               10% of theory marks
    2. OSPE/OSCE/Viva – 50% marks                       
  2. : The DME maintains a record of all session exams along with the keys to the MCQs and SEQs and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Four sessions examinations are held annually.


OSPE (Objective Structured Practical Examination): This depicts the scenario based clinical setting and various stations are arranged. The student has to go from one station to the other to answer the question or to display his practical skill. This is aimed at assessing both the knowledge and skills of the student. The format and the standard of the scenario based problems/questions are in line with the standards prescribed by the University of Health Sciences.

Note: The DME maintains a record of all OSPEs along with the keys to the OSPE and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Sample OSPE paper is attached as Annexure-B. Since OSPE is a part of session exams therefore four sessions of OSPE are held each year.

OSCE (Objective Structured Clinical Examination): This depicts the scenario based clinical setting and various stations are arranged. The student has to go from one station to the other to answer the question or to display his clinical skill. This is aimed at assessing both the knowledge and skills of the student. The format and the standard of the scenario based problems/questions are in line with the standards prescribed by the University of Health Sciences.

Note: The DME maintains a record of all OSCEs along with the keys to the OSCE and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Sample OSCE paper is attached as Annexure-C. Since OSCE is a part of session exams therefore four sessions of OSCE are held each year.


Viva: This is an oral examination to which the student is subject to be examined by two members of the Faculty one acting as the internal examiner and the other acting as the external examiner. The student is grilled in these oral questioning sessions. The student is asked on various clinical aspects to ascertain his knowledge.

Note: The DME maintains a record of all Viva and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Since Viva is a part of session exams therefore four sessions are held each year.


Copies and Log Books: Whereas copies are maintained in 1st 2nd and 3rd year of the basic sciences, the log books are maintained for the 4th year and the final year for the clinical subjects. The completion of the copies and the log books is mandatory and these have to be produced before the internal and the external examiner on all session examinations and annual Prof exam. Copies and log books carry 10 marks and are a valid record for the purpose of assessment besides being a record of the students’ clinical exposure.


Assignments: These are normally generated by the Community Medicine and the Department of Medicine in which the departments give assignments for the students to be completed in their own time. Assignments are included as a part of practical assessment and left to the discretion of the Head of Department.


Research work: The Department of Community Medicine as a part of its Curriculum train the students in carrying out research. These research projects are covered in Standard 12 – Research & Scholarship and research records are available in the Department of Community Medicine. Research works are included as a part of practical assessment and left to the discretion of the Head of Department.


Tutorials: These are held before every grand test to clear the concepts of the students on the subject. The performance of the students in the tutorials is included in the viva assessment. 


Long Case and Short Case: This system of OSPE and OSCE is to ascertain the clinical acumen of the student. These are held with the session examinations and form of a part of the practical/clinical assessment. 


As noted above, all papers have their keys and key discussion is an important aspect of the curriculum at Avicenna Medical College. The Department of Medical Education keeps a record of all tests and exams, keys and results. The papers, their keys and results for each session and archieved Department of Medical Education.

The above is being carried out since incept of the college in 2009 and records are available for perusal.


Response to Parents:

Parents are kept informed about the result of each student. The results are dispatched as follows:

  1. Grand Test:                                   by SMS
  2. Revision Test:                               by SMS
  3. Session Examinations:                 as a report containing the results of all grand tests

                                                      of all subjects for that class. Three session exam

reports are sent. Reports of each session for each class are attached as Annexure-I.

  1. OSPE                                             Included in the session result
  2. OSCE                                            Included in the session result
  3. Viva                                              Included in the session result
  4. Log books / Copies                      Included in the session result
  5. Assignments                                 Included in the session result
  6. Research work                             Included in the session result
  7. Tutorials                                       Included in the session result
  8. Long case                                      Included in the ward test / clinical test
  9. Short case                                     Included in the ward test / clinical test

Note: Reports to the parents are sent within 24 hours by SMS through a dedicated services provider (Branded SMS). It is ensured it is sent on the Cell Phone of students’ father. 


Quality Assurance

  1. At Avicenna Medical College the assessment committee works under the supervision of the Academic Council which takes all Academic decisions and measure decisions at the college. The Department of Medical Education works hand in glove with the Academic Council and Assessment Committee. Since the members of the curriculum committee also have the membership of the Academic Council so most of the HODs are having three hated responsibility. This ensures quality assurance. The quality assurance measures taken at Avicenna Medical College include:
    1. Annual Planner and Schedule of Examination: Formulation of the Annual Planner and the schedule of Tests and Examinations. The yearly planner is distributed to all concern and through a process of discussion and with the input of all factors from stakeholders; the schedule for the tests and examinations is finalized. It is ensured that no change in the schedule is made unless absolutely necessary and for reasons beyond control. The annual planner and the schedule for tests and examination for each class; is attached as Annexure-K. The planner and schedule of tests are distributed to all students and are also available at the book shop and the website (
    2. Written Assignments: The academic responsibility of assignments given to students is that of the HOD of the respective departments. The HODs ensure that the deadline to the students is followed and in case of any default the information is sent to the Chairman of Avicenna Medical College for necessary action; who controls the conduct and discipline of the college. The parameters of the assignments are carefully formulated and form the basis for adequate mastery of syllabus of meeting the academic objective.
    3. The Internal & External Examiner: The University of Heath Sciences has a system of internal and external examiners. Whereas all theory and lectures are held at Avicenna Medical College examination halls under the supervision of the university invigilation staff, the practical examination are held at the premises of each college and the student is examined by a combination of internal and external examiners. The OSPE/OSCE is prepared by the institution’s internal examiner in total secrecy and sealed. The same is opened on the day of OSPE/OSCE or before the conduct of the Long/Short Cases and it is left to the discretion of the external examiner (Nominee of University of Health Sciences) to select the cases or portions on which he would like to exam the students. The involvement of the external examiner is a mean to have the element of fairness in the examinations. It is for this reason that even for the session exams, the constitution of the internal and external examiner is adopted. The external examiner is totally independent and conducts the examination strictly according to the UHS guidelines. Details of the conduct of examination by practical examination is given in the succeeding paragraph. The copy of notification that contains the nomination of internal and external examiners and correspondence with UHS is attached as Annexure-L.
    4. Conduct of Written Exam:  Avicenna Medical College has a policy of holding frequent tests and examinations and for this purpose the college has a number of examination halls each with a student capacity of 150. The tests and examinations are held in an examination like condition which is already covered in Standard 8 and Standard 6. The following are the ingredients:
      1. Test/examinations start on time and late comers are penalized.
      2. Departmental invigilation is effective
      3. Department of Medical Education provides the helping hand
      4. Students are not allowed to look around, whisper or talk.
      5. Mobile phones or any other electronic gadgetry is not allowed in the examination hall.
      6. In order to ensure that the student has all the time to attend the paper and revise it. The students are not allowed to end their paper till the last moment.
  2. Conduct of Oral Examination: Oral examinations are normally in the form of a Viva. The extent of syllabus which is specified by the department and students are expected to be prepared for the oral examination. The oral examination is held in an exam-like condition and students who have appeared in the oral viva are not allowed to mix with those who are waiting to be examined. The oral examination is taken on the pattern of the UHS design where two members of the Faculty act as an internal and external examiner and abide by the same rules as are prevalent on the UHS examination rules.
  3. Exam Results: Exam results are submitted to the DME as per schedule given in the Para 63 and the faculty is motivated not to delay the exam results. The results are then put up to the Principal for perusal.
  4. Evening Supervised Study Classes: The Principal in consultation with the class representatives formulate the list of students who are not performing according to requirement. These students are advised to attend the evening self-study classes to enable them to study under supervised conditions. The evening classes are supervised by member of the Faculty and could involve self-study, lectures, peer learning or special attention group learning so that every student gets the requisite attention and opportunity to improve his studies.
    • Inclusion or deletion of students in the evening self-study classes, the classes for the weak (Pink List) and the classes for the very weak (Red List) is decided upon by the Principal consequent to the perusal of results. The lists of the evening classes as Annexure-M, Pink lists as Annexure-N and Red lists as Annexure-O.


Tabulation and Record of Results

The results are compiled by the Department and submitted to the Department of Medical Education. After perusal of the Principal the results are declared and displayed on notice board. All results are communicate to the parents SMS or in the form of report as per the procedure mentioned in Para 65. 


Accountability of Results

As mentioned in Para 49 above, the students attend a class on key discussion where the key to the MCQs and SEQs are shown to the students. This enables the students to make an assessment for themselves as on the performance in the particular test/exam.


Soon after the result is declared, the student has the right to seek to re-address and the right to appeal on the result if he/she is not satisfied with the number of marks or if he/she feels that the performance was better and did not warrant the result declared. In such an event the student fills up a form for the review of result and the form is submitted directly to the Principal or the Chairman who send the form through the fastest channels to the Head of the Department for compliance.


The student is shown his/her paper, both MCQs and SEQs and briefed on the mistakes made. However if there has been an error in the marking, the same is corrected and the result amended. The satisfaction of the student towards fairness and the feeling that he or she would not be wronged is ensured at Avicenna Medical College.


All students have a right to appeal for review for result and can apply for rechecking and remarking of the paper. Review applications are attached as Annexure-P.


External Evaluation in Assessment

Whereas the Formative Assessment does not have any external evaluation component, the Summative Assessment has the external examiners being involved in the assessment of the students for the practical examinations. Avicenna Medical College believes in fairness therefore this scheme of external examination and external evaluation is followed in the internal session exams at the college as given in Para 66(e) above, two member of the faculty conduct all the vivas, one acting as an internal examiner and other as the external. In conducting the examination, the rules for the conduct for the external examination of UHS are followed in the letter and spirit.