Background:

Learning assessment has great impact in students' achievement. However, it is one of the least intervened and researched areas in higher education institutions, all over the world.

Aim:

To compare the written tests applied to students of three health science undergraduate programs (Speech Therapy, Medical Technology and Nursing), with the written tests of three programs of other areas (Business and Administration, Psychology and Bioengineering).

Material and Methods:

Comparisons were done using the Authentic Assessment Model's indicators. Also, the magnitude of the change in these variables was evaluated in these two groups of undergraduate programs, after the participation of the teachers in a training program based on this model. A quantitative and repeated measurements design was used. Nineteen teachers participated (nine from medical sciences and 10 from other areas), who drafted 88 written tests before the intervention (which involved 1,318 items) and 93 written tests (that grouped 1,051 items) after it. Items were analyzed using a Hierarchical Lineal Model (HLM), controlling the tests' and the teachers' effects.

Results:

Both groups of undergraduate programs use multiple choice items with a higher frequency, although there were differences in the rest of the items. Also, HLM analysis showed that these programs differed in their changes after the intervention. Health science programs had less improvement in changing the kind of items used, but improved more in Authentic Assessment indicators.

Conclusions:

Written tests improved after an intervention aiming to improve the teachers' skills to prepare such tests.