Evaluation of multiple-choice questions by item analysis, from an online internal assessment of 6th semester medical students in a rural medical college, West Bengal.
Background: Properly constructed single best-answer multiple choice questions (MCQs) or items assess higher-order cognitive processing of Bloom's taxonomy and accurately discriminate between high and low achievers. However, guidelines for writing good test items are rarely followed, leading to gener...
| Published in: | Indian Journal of Community Medicine Vol. 47; no. 1; pp. 92 - 96 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wolters Kluwer India Pvt Ltd
Jan-Mar2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155938404&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 155938404 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09700218 1CQJ jtl: Indian Journal of Community Medicine issn: 09700218 maglogo: N pubinfo: dt: Jan-Mar2022 vid: 47 iid: 1 pid: 16919 pub: Wolters Kluwer India Pvt Ltd artinfo: ui: 155938404 155938404 155938404 10.4103/ijcm.ijcm_1156_21 155938404 ppf: 92 ppct: 4 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Evaluation of multiple-choice questions by item analysis, from an online internal assessment of 6th semester medical students in a rural medical college, West Bengal. aug: au: Bhattacherjee, Sharmistha Mukherjee, Abhijit Bhandari, Kallol Rout, Arup affil: Department of Community Medicine, North Bengal Medical College, Darjeeling, West Bengal sug: subj: Education, Medical Students, Medical Rural Areas Academic Performance Evaluation Internet Online Education Educational Measurement Human India Item Analysis Descriptive Statistics Learning Methods ab: Background: Properly constructed single best-answer multiple choice questions (MCQs) or items assess higher-order cognitive processing of Bloom's taxonomy and accurately discriminate between high and low achievers. However, guidelines for writing good test items are rarely followed, leading to generation and application of faulty MCQs. Materials and Methods: During lockdown period in 2020, internal assessment was taken through online mode using Google Forms. There were 60 'single response type' MCQs, each consisting of single stem and four options including one correct answer and three distractors. Each item was analyzed for difficulty index (Dif I), discrimination index (DI), and distractor efficiency (DE). Results: The mean of achieved marks was 42.92± (standard deviation [SD], 5.07). Dif I, DI, and DE were 47.95± (SD 16.39) in percentage, 0.12± (SD 0.10), and 18.42± (SD 15.35), respectively. 46.67% of the items were easy and 21.66% were of acceptable discrimination. Very weak negative correlation was found between Dif I and DI. Out of total 180 distractors, 51.66% were nonfunctional one. Conclusion: Item analysis and storage of MCQs with their indices provides opportunity for an examiner to select MCQs of appropriate difficulty level as per the need of assessment and decide their placement in the question paper. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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