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Cited by 2Innovations in Medical EducationEducational Assessment and PedagogyPsychometric Methodologies and Testing

DIFFICULTY AND DISCRIMINATION ANALYSIS OF END OF TERM MULTIPLE-CHOICE QUESTIONS AT COMMUNITY MEDICINE DEPARTMENT, WAH MEDICAL COLLEGE

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Ramzan, Musarat, Khan, Khola Waheed, Bibi, Saana, Imran, Shezadi Sabah·2021·PAFMJ
DOI 10.51253/pafmj.v71i4.3136
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Abstract

Objective: To perform post analysis of multiple-choice questions given in the 2nd term and send up examinations of the years 2016 to 2018, to establish relationship between difficulty (DF) and discrimination indices (DI) and to find out significant mean difference between the two. Study Design: Cross sectional study. Place and Duration of Study: Community Medicine Department, Wah Medical College, Wah, from Nov 2018 to Mar 2019. Methodology: A total of 390 Multiple-Choice Question of second term and send-up were taken for the study from the year 2016, 2017 and 2018. The response sheets were assessed by Optical Machine Reader (OMR) and the level of difficulty, power of discrimination and reliability were obtained. The data was entered in SPSS version 22. Results: A total of 315 test items were included. Results of the study showed that the reliability (KR20) for all the examined items was in the acceptable range i.e. ≥0.7 and there was no association was found between difficulty index and year p=0.310. The mean difficulty index was found to be 0.48 ± 0.22 and discrimination index as 0.24 ± 0.14. Conclusion: The analysis of 390 test items showed that most of the questions were acceptable in terms of difficulty and discrimination. There is still a need to modify and improve the testing ability of the MCQs with negative discrimination and higher difficulty index.

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  • Other authors have reported a significant linear and dome-shaped relationship between difficulty and the discrimination index [6, 56].

    “Other authors have reported a significant linear and dome-shaped relationship between difficulty and the discrimination index [6, 56].”

    From AI in medical education: uses of AI in construction type A MCQs (2024) · cites this paper as [6]

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Research works printed but not linked: 3

  1. Kolte V. Item analysis of multiple-choice questions in physiology examination. Ind J Basic Applied Med Res 2015; 4(4): 320-26.
  2. Patel RM. Use of Item analysis to improve quality of Multiple- Choice Questions in II MBBS. J Educ Technol Health Sci 2017; 4(1): 22-29.
  3. Mukherjee P, Lahiri SK. Analysis of multiple-choice questions: Item and test statistics from an assessment in a medical college of Kolkata, West Bengal. IOSR J Dent Med Sci 2015; 14(12): 47-52.

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Authors
Ramzan, M., Khan, K. W., Bibi, S., & Imran, S. S.
Affiliations
National University of Medical Sciences (PK)
ORCID
Khan, Khola Waheed
Venue
PAFMJ
Publisher
Army Medical College
Published
2021-08-26
Volume
71
Issue
4
Pages
1308-10
ISSN
  • 0030-9648 (ISSN-L)
  • 2411-8842
DOI
10.51253/pafmj.v71i4.3136
OpenAlex
W3194162184
Cited by
2
References
16
Citations by year
2024: 1 · 2023: 1
FWCI
0.43
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
  • Pakistan Armed Forces Medical Journal (publishedVersion, cc-by-nc)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Social Sciences › Education › Educational Assessment and Pedagogy
  • Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
Keywords
multiple-choice questions, item difficulty, item discrimination, item analysis, medical education assessment, negative discrimination

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