Item Difficulty and Discrimination Index in Single Best Answer MCQ: End of Semester Examinations at Taylor’s Clinical School

Loh, Keng Yin; Elsayed, Ihab; Nurjahan, M. I.; Roland, G. S.

doi:10.1007/978-981-10-4223-2_15

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…Thus, an individual can obtain a more effective coping repertoire by learning to modify his cognitive "set" in dealing with situations that cause problems. Effective repertoire coping can show as a flexible strategy when implemented in a variety of situations (Loh et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Theoretical Validity of Problem Focused-Coping Skill Guideline to Develop Students’ Critical Thinking Skills

Hidayah¹,

Yuliana

Hanafi

2020

JKBK

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Critical thinking skills are central for students to become human resources with character. The process of developing thinking skills is currently done contextually within the implementation of learning materials, while critical thinking skills are also needed in everyday life situations. Developmental counselling services through the Problem Focused-Coping Skill (PFCS) strategy are an alternative to foster critical thinking skills through contextual situations in students' daily lives. Anchored by a research and development model through preliminary studies, product development, and expert validation, the present study unraveled the theoretical validity of PFCS strategy to enhance students' critical thinking skills. Participants involved were evaluators of product feasibility, namely counselling experts, learning media experts, and prospective users. Analysis of the assessment employed descriptive statistics and Aiken acceptance analysis. The results showed that: (1) there was a need for product development based on literature review and empirical data, (2) the PFCS strategy has been successfully developed in the form of format and content in the developmental service function to build high school students' critical thinking skills, (3) the assessment of the counselling experts, learning media experts, and users show the validity index in the appropriate and acceptable categories. The theoretical feasibility of the product refers to the conditions, objectives, and processes in the PFCS strategy which accommodates thinking processes in problem solving and information management through students' critical thinking skills.

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Section: Discussionmentioning

confidence: 99%

Theoretical Validity of Problem Focused-Coping Skill Guideline to Develop Students’ Critical Thinking Skills

Hidayah¹,

Yuliana

Hanafi

2020

JKBK

View full text Add to dashboard Cite

show abstract

“…2 MCQs are increasingly used in examinations due to their objectivity, ability to test a wide range of content, comparability and limitation of bias by minimizing an individual's judgement during scoring. 3 In medical education, the need to obtain reliable and valid assessments is critical for the learning process. Type-A four-option MCQs are composed of a stem (question), key (best answer) and three other options (the distractors).…”

Section: Introductionmentioning

confidence: 99%

Post-validation item analysis to assess the validity and reliability of multiple-choice questions at a medical college with an innovative curriculum

YAHIA¹

2022

NMJI

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Background In medical education, the need to obtain reliable and valid assessments is critical for the learning process. This study implemented a post-validation item analysis to create a supply of valid questions for incorporation into the question bank. Methods A cross-sectional study was performed in the College of Medicine, University of Bisha, Saudi Arabia. The study was targeting 250 items and 750 distractors from 2017 to 2020. The post-validation item analysis was done to evaluate the quality of the items using test-scoring and reporting software. Data were analysed by SPSS Version 25. Quantitative variables were expressed as mean (SD), while qualitative variables were expressed as number and percentage. An independent t-test was done to reveal the association between the item analysis parameters. A value of p<0.05 was considered statistically significant. Results The mean difficulty index (DIF I), discrimination index (DI) and distractors efficacy (DE) were 73.8, 0.26 and 73.5%, respectively. Of 250 items, 38.8% had an acceptable DIF I (30%–70%) and 66.4% had ‘good to excellent’ DI (>0.2). Of 750 distractors, 33.6%, 37%, 20% and 9.2% had zero, one, two and three non-functional distractors, respectively. The mean Kuder–Richardson was 0.76. The DIF I was significantly associated with DE (p=0.048). The post-validation item analysis of this study showed that a considerable proportion of questions had acceptable parameters and were recommended for item banking. However, some questions needed to be rephrased and reassessed or discarded. Conclusion Three-option multiple-choice questions should be considered for future examinations to improve the assessment process.

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Difficulty Index, Discrimination Index and Distractor Efficiency in Multiple Choice Questions for final exam of human and growth course, College of nursing, King Saud University (Preprint)

Shahbal

2023

Preprint

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UNSTRUCTURED The item analysis of multiple-choice questions (MCQs) is an essential tool that can provide input on validity and reliability of items. It helps to identify items, which can be revised or discarded, thus building a quality MCQ bank. The aim of the study To evaluate the quality of MCQs by analyzing DIF, DI and DE and to find out the association of MCQs having good difficulty and discrimination indices with DE. The study conducted in the department of maternity and child health nursing at College of nursing during the academic year 2023, second semester. Students of level six who took the final exam of course ( NUR 328) human growth and development second semester academic year 2023, A total 0f 152 third year Bachelor of Nursing, human and growth course students. The item analysis explored the difficulty index (DIF I) and discrimination index (DI) with distractor effectiveness (DE). Data was kept confidential and the descriptive and inferential statistics will be computed using SPSS 22.0. Results: Of total 50 MCQs, the majority, that is, 74 (82%) MCQs had a good/acceptable level of difficulty with a mean DIF I of 94.94 ± 6.36 (mean ± SD), This indicates that, on average, the MCQs were relatively easy for the students, as the difficulty index is close to 100. The discrimination index, which assesses the ability of the MCQs to differentiate between high and low-performing students, had a mean of 0.11 and a standard deviation of 0.47. This relatively low mean value suggests that the MCQs had limited discriminatory power, meaning they did not effectively distinguish between students with different levels of performance. 150 (75%) were categorized as functional distractors (FDs). These FDs effectively served their purpose by distracting students from selecting the correct answer, challenging their knowledge and understanding. On the other hand, 50 distractors (25%) were classified as non-functional distractors (NFDs). Conclusion: The categorization of the MCQs based on distractor efficiency highlights the importance of having well-constructed and effective distractors. The presence of functional distractors challenges students' decision-making, while non-functional distractors need to be revised or replaced to improve the overall quality of the MCQs. This finding indicates a potential area for improvement in the construction and selection of MCQs to enhance their ability to differentiate student abilities.

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Item Difficulty and Discrimination Index in Single Best Answer MCQ: End of Semester Examinations at Taylor’s Clinical School

Cited by 3 publications

References 2 publications

Theoretical Validity of Problem Focused-Coping Skill Guideline to Develop Students’ Critical Thinking Skills

Theoretical Validity of Problem Focused-Coping Skill Guideline to Develop Students’ Critical Thinking Skills

Post-validation item analysis to assess the validity and reliability of multiple-choice questions at a medical college with an innovative curriculum

Difficulty Index, Discrimination Index and Distractor Efficiency in Multiple Choice Questions for final exam of human and growth course, College of nursing, King Saud University (Preprint)

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