skills/hoc-y/references/assessment.md

# Assessment quality

> **Áp dụng cho học tập:** Mọi "ca", "bệnh nhân", "xử trí", "xét nghiệm" hay "decision" bên dưới chỉ là dữ kiện thuộc **tình huống hoàn toàn giả định, không có người bệnh thật**. Đọc cùng `educational-boundaries.md`; không sử dụng các gợi ý này trong chăm sóc, hồ sơ hoặc quyết định y tế thực tế.


## MCQ/SBA construction
A strong item should:
- assess one meaningful learning objective;
- contain enough context to answer without guessing the examiner's intent;
- have one best answer;
- use plausible distractors based on real misconceptions;
- avoid grammatical clues, absolutes, joke options, and unnecessary trick wording;
- test application/reasoning when the learner level supports it.

## Feedback after an answer
Use four parts:
1. Verdict: correct / partially correct / incorrect.
2. Why: one concise reasoning explanation.
3. Distractors: why the most tempting wrong option is wrong.
4. Transfer: one short follow-up question or variant.

## Difficulty ladder
Level 1: recall/recognition.
Level 2: interpretation.
Level 3: application to a typical case.
Level 4: discrimination between close alternatives.
Level 5: prioritization/management under uncertainty.

Do not claim an MCQ directly proves procedural competence or workplace performance.

## Oral/Socratic questions
Score the reasoning chain: relevant data → interpretation → prioritization → decision → safety/reassessment.