Introduction:

evaluation instruments allow students to assess changes or results produced as a consequence of the teaching-learning process, which is controlled and evaluated by the teaching staff of the subject.

Objective:

to identify the design and difficulties of examinations applied by the teaching staff of the subject Dental Rehabilitation I and II in the period 2013 and 2017.

Methods:

a cross-sectional, descriptive, retrospective study was carried out, reviewing 42 designs of exams that were applied at the end of each rotation of the subjects, in the period between 2013-2017, in order to determine the type of questions established and those having the greatest complexities to the students.

Development:

the types of questions most used were those of restricted answers (complete) with 89,6 %, followed by multiple-choice tests in their variant, false and true (85,8 %). The former was the most complex in the answers (30,3 %).

Conclusions:

design and main difficulties were identified in the exams applied by the teaching staff of the subject Dental Rehabilitation I and II, recommending to the teaching staff of this subject the application of other types of questions in order to modify the most complex to the students, in future studies.

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