Analysis of multiple choice questions (MCQ): important part of assessment of medical students

Abstract

Background: Assessment influences students learning process that is why analysis of assessment allows us to conduct it properly and accurately. Tarrant M et al. and few others had done similar studies in past. Further studies are required to support the same and continuing awareness among teachers about better assessment of students. Methods: The observational, non-interventional and prospective study was carried out to analyse 100 MCQs used for assessment of 2 nd MBBS students. All MCQs were having single stem with four options, one being correct and other three distractors. Each MCQ was analyzed with three tools that were Difficulty Index (DIF I), Discrimination Index (DI) and Distracter Efficiency (DE). Chi square test was used for statistical analysis. Results: Total 74 out of 100 MCQs (74%) were recommended (30-70%) according to DIF I. According to DI, total 34 out of 100 MCQs were good (0.25-0.35) and 30 MCQs were excellent (>0.35). There were 18 non-functional (6%) distractors out of total 300. In none of the MCQs, all three were poor distractor. Association between difficulty index and discrimination index was statistically significant according chi-square test. (p value< 0.05) Conclusions: Properly constructed MCQs, according to these analysis tools, are best for student's assessment.

Impact Measurement on Medical Faculty for Adhering to Appropriate Guidelines in Framing Effective Multiple-Choice Questions for Item Analysis

“…For a medical graduate or postgraduate trainee, proper assessment is a dominant motivator, as medical learning involves acquiring skills for future implementation (4). This is because assessment emphasizes the recall of factual knowledge (5) and examines the higher levels of cognitive abilities that have a deep impact on students' choice of the learning approach (6). Medical students can be evaluated and assessed by an array of Copyright © 2020, Journal of Medical Education.…”

Analysis of multiple choice questions from a formative assessment of medical students of a medical college in Delhi, India

“…Different methods of assessment namely Multiple Choice Questions (MCQs), Short Essay Questions (SEQs), Objective Structured Practical Examination (OSPE), Objective structured clinical examination (OSCE) and VIVA VOCE are commonly used to assess medical knowledge in undergraduate medical education. 1 Multiple choice questions (MCQs) or "items" are being used increasingly due to their higher reliability, validity, and ease of scoring. 2,3 Formative assessments additionally give opportunity to the teachers to improve the weak areas of students.…”

“…4 Proper analysis of assessment allows the teachers to conduct it accurately. 1 "Item analysis" examines student responses to individual test items (MCQs) to assess the quality of those items and test as a whole to improve/revise items and the test. [5][6][7] A good item can assess cognitive, affective, as well as psychomotor domain and is preferred over other methods.…”

“…5,[7][8][9][10][11] Difficulty index (DIF I) is denoted by FV (facility value) or P value. 1 DIF I describe the percentage of students who answered the item correctly and ranges between 0 and 100%. 1,3,4,6 DIF I is a misnomer as bigger is the value of DIF I, easier is the item and vice versa; hence, it is also called by some authors as ease index.…”

“…1 DIF I describe the percentage of students who answered the item correctly and ranges between 0 and 100%. 1,3,4,6 DIF I is a misnomer as bigger is the value of DIF I, easier is the item and vice versa; hence, it is also called by some authors as ease index. 12 The higher percentage of score reflects that item is easier for students.…”