Item Analysis of Multiple-choice Questions (MCQs): Assessment Tool For Quality Assurance Measures

Abstract

Background: Integration of assessment with education is vital and ought to be performed regularly to enhance learning. There are many assessment methods like Multiple-choice Questions, Objective Structured Clinical Examination, Objective Structured Practical Examination, etc. The selection of the appropriate method is based on the curricula blueprint and the target competencies. Although MCQs has the capacity to test students’ higher cognition, critical appraising, problem-solving, data interpretation, and testing curricular contents in a short time, there are constraints in its analysis. The authors aim to accentuate some consequential points about psychometric analysis displaying its roles, assessing its validity and reliability in discriminating the examinee’s performance, and impart some guide to the faculty members when constructing their exam questions bank.
 Methods: Databases such as Google Scholar and PubMed were searched for freely accessible English articles published since 2010. Synonyms and keywords were used in the search. First, the abstracts of the articles were viewed and read to select suitable match, then full articles were perused and summarized. Finally, recapitulation of the relevant data was done to the best of the authors’ knowledge.
 Results: The searched articles showed the capacity of MCQs item analysis in assessing questions’ validity, reliability, its capacity in discriminating against the examinee’s performance and correct technical flaws for question bank construction.
 Conclusion: Item analysis is a statistical tool used to assess students’ performance on a test, identify underperformed items, and determine the root causes of this underperformance for improvement to ensure effective and accurate students’ competency judgment.
 Keywords: assessment, difficulty index, discrimination index, distractors, MCQ item analysis

The Classical Test or Item Response Measurement Theory: The Status of the Framework at the Examination Council of Lesotho

“…In addition, test scores can be observed to enhance item analysis by observing their reliability, although the literature on measurement discusses item analysis separately from reliability. To establish test scores' reliability, item difficulty and discrimination are essential components of item analysis (Elgadal & Mariod, 2021;Toksöz & Ertunç, 2017).…”

An assessment of preclinical removable prosthodontics based on multiple‐choice questions: Stakeholders' perceptions

“…The best way to check the validity and reliability of assessments is by conducting item analysis. [14][15][16] Item analysis of MCQs involves the process of collecting, summarizing, and utilizing information from student responses to evaluate the quality of the test items. 2,3,5,6 DI, DIF I, and DE are parameters that help evaluate the quality of the MCQs used in any assessment.…”

“…Some of the advantages associated with MCQs, such as their good blueprint coverage, allow automated computer marking and increase the feasibility of marking large numbers of candidates questions. [14][15][16] A few of the disadvantages include the fact that poorly constructed MCQs are used for assessments that do not evaluate the required level of Bloom's taxonomy, are too easy or too difficult for students, are vague, can be easily "guessed" or fail to differentiate between high-ability and low-ability students. [17][18][19] After the assessment, the MCQs can be subject to psychometric evaluation, such as item analysis, to assess their validity, reliability, and objectivity.…”

“…[17][18][19] After the assessment, the MCQs can be subject to psychometric evaluation, such as item analysis, to assess their validity, reliability, and objectivity. [14][15][16] An item analysis examines students' responses to MCQs to assess their quality and the assessment as a whole. Improvements can then be made according to these findings, and these MCQs can be subsequently used, revised, or discarded for future assessments.…”

“…Thus, a quality question bank of MCQs can be constructed. 19 A plethora of studies worldwide [1][2][3][4][5]7,9,13,[16][17][18][19][20][21][22][23] and in Saudi Arabia 8,11,12 have examined conducting item analyses of MCQs in their respective assessments of the course/subject in health professionals' education. These studies were conducted as only a single assessment or as multiple assessments in a year.…”