Item analysis: An evaluation of multiple choice questions in Physiology examination

Shete, Anjali N; Kausar, Afshan; Lakhkar, Kunda; Khan, Sameer

doi:10.5455/jcme.20151011041414

Cited by 21 publications

(28 citation statements)

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“…The item difficulty of the verbal performance items ranged from very difficult (pi = 0.06) to moderate (pi = 0.61). In line with previous research suggesting that performance items need to be difficult to trigger stereotype threat effects (Keller, 2007), and research defining pi < 30 as difficult (e.g., Shete et al, 2015), we analyzed only the performance results on the more difficult verbal performance task. 1 In our verbal performance task ("analogies"), which was adapted from the I-S-T 2000 R test (Amthauer et al, 2001), participants had to identify the relationship between two given words and then apply that rule to choose a word out of five possible alternatives that shows a similar relationship (i.e., analogy) to another given word (Beauducel, Liepmann, Horn, & Brocke, 2010).…”

Section: Methodsmentioning

confidence: 80%

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

Mok

Martiny

Gleibs

et al. 2017

Learning and Individual Differences

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outcomes. For this reason, we investigate the interaction between vertical collectivism and the activation of negative stereotypes on the academic performance of migrant students. More precisely, we argue that the more Turkish-origin students endorse vertical collectivism (i.e., the willingness to sacrifice individual interests for their group's interests), the more they try to meet their group's high achievement expectations after negative stereotype activation. This increases performance pressure and thus impairs their performance. We further argue that vertical collectivism increases migrants students' motivation to temporarily join a high performing outgroup in order to achieve high performance outcomes in the future. An experiment conducted in classrooms (N = 94) with Turkish-origin students confirmed our hypotheses. Implications for dealing with stereotype threat in educational contexts are discussed.

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Section: Methodsmentioning

confidence: 80%

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

Mok

Martiny

Gleibs

et al. 2017

Learning and Individual Differences

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“…The proportion of students answering an item correctly indicates the level of difficulty of the item, and it is affected by the examinees' knowledge, as well as the clarity and relevance of the question. Practically, it is essential to use items with positive discrimination level when implementing MCQ in medical licensing examination [10][11][12][13][14][15][16] .…”

Section: Discrimination Indexmentioning

confidence: 99%

Item Analysis of Multiple Choice Questions in Medical Licensing Examination

Gomboo¹,

Gombo²,

Munkhgerel³

et al. 2019

Cent. Asian j. Med. Sci.

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Objectives: To evaluate multiple-choice questions of the Medical Licensing Examination. Methods: The study design was a cross sectional descriptive and item analysis method was used. This study was conducted in Health Development Center of the Ministry of Health. An item analysis was done on 1500 multiple-choice questions for the internal medicine licensing exam and of 2077 subjects from 2014 to 2016. The item analysis involved identifying reliability coefficient, difficulty index, and discrimination index for each question in relation to the doctors' exam performance. Microsoft Excel 2010, and SPSS were used for the statistical analyses. Results: Reliability coefficient (KR20) of Mongolia's medical licensing examination in 2014-2016 ranged from 0.79-0.92. The frequency of multiple-choice questions with a negative or zero discrimination index was 11.6 percent and a high difficultly index was 21.9 percent. Conclusion: Even though reliability of Mongolia's medical licensing examinations were good, one-third of the multiple-choice questions used in the exams fail to evaluate examinee's knowledge.

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“…6 Carefully constructed MCQs help in assessing higher order thinking skills. [7][8][9] They also help in sampling broad domains of knowledge effectively and reliably. MCQs, therefore, can serve as an effective tool to assess student performance.…”

Section: Introductionmentioning

confidence: 99%

“…In addition to the quality of items, MCQ constructional skill of the examiner and poor items needing revision or deletion can also be recognised. 7 It can also serve as an effective feedback tool to improve the standard of teaching. The difficulty index and the discrimination index can be computed doing an item analysis.…”

Section: Introductionmentioning

confidence: 99%

“…Functionality of a distractor in an item can also be identified. 7,10,11 The difficulty index refers to the difficulty level of the respondents to identify the correct alternative among the available distractors and is indicated by the percentage of test population giving the correct answer for an item. Higher the difficulty index, the easier is the item.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Quality of multiple choice questions in undergraduate pharmacology assessments in a teaching hospital of Kerala, India: an item analysis

Nair

Dawnji

2017

Int J Basic Clin Pharmacol

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Background: Carefully constructed, high quality multiple choice questions can serve as effective tools to improve standard of teaching. This item analysis was performed to find the difficulty index, discrimination index and number of non functional distractors in single best response type questions.Methods: 40 single best response type questions with four options, each carrying one mark for the correct response, was taken for item analysis. There was no negative marking. The maximum marks was 40. Based on the scores, the evaluated answer scripts were arranged with the highest score on top and the least score at the bottom. Only the upper third and lower third were included. The response to each item was entered in Microsoft excel 2010. Difficulty index, Discrimination index and number of non functional distractors per item were calculated.Results: 40 multiple choice questions and 120 distractors were analysed in this study. 72.5% items were good with a difficulty index between 30%-70%. 25% items were difficult and 2.5% items were easy. 27.5% items showed excellent discrimination between high scoring and low scoring students. One item had a negative discrimination index (-0.1). There were 9 items with non functional distractors.Conclusions: This study emphasises the need for improving the quality of multiple choice questions. Hence repeated evaluation by item analysis and modification of non functional distractors may be performed to enhance standard of teaching in Pharmacology.

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Item analysis: An evaluation of multiple choice questions in Physiology examination

Cited by 21 publications

References 0 publications

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students

Item Analysis of Multiple Choice Questions in Medical Licensing Examination

Quality of multiple choice questions in undergraduate pharmacology assessments in a teaching hospital of Kerala, India: an item analysis

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