Introduction: MCQs in one of popular test item of educational institution in a short time, large part of curriculum. It is an effective tool for student assessment as well as providing guidelines to teachers. Objectives: Our study objectives were to analyze the quality of MCQs and identify the low scorers and student learning difficulties. Standardization of MCQs is required only after test item analysis. Material and Methods: The study design was cross sectional analytical study. Simple random sampling technique was applied. The total participants were 100 students of 1st year MBBS of Ghazi Khan Medical College, Dera Ghazi Khan. Fifty best MCQs were given in send up of Medical Physiology 2021. On basis of students total score in test, they were divides into two groups, high scorers (n=25) and low scorers (n=25). The difficulty index (P) and discrimination index, distracter efficiency (DE%) were calculated. Results: Our study 80% of test items have acceptable range of difficulty index and very high distracter efficiency. Only 20% of test item showed very poor difficulty index, which needs to be rephrased or deleted. The 20% test item had acceptable difficulty index (P=38), high D. I (0.36) and highest distracter efficiency (DE=100%). Conclusion: Test items with average difficulty index (P), excellent DI and all functional distracters should be given in subsequent tests.
| Published in | Biomedical Sciences (Volume 8, Issue 1) |
| DOI | 10.11648/j.bs.20220801.16 |
| Page(s) | 37-40 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2022. Published by Science Publishing Group |
Test Item, Difficulty Index, Discriminative Index, Distracter Efficiency
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APA Style
Abdul Rehman Khokhar, Qurrat-ul Ain Rehman, Mujahid Hussain. (2022). Test Item Analysis of MCQS of Medical Physiology: Summative Assessment. Biomedical Sciences, 8(1), 37-40. https://doi.org/10.11648/j.bs.20220801.16
ACS Style
Abdul Rehman Khokhar; Qurrat-ul Ain Rehman; Mujahid Hussain. Test Item Analysis of MCQS of Medical Physiology: Summative Assessment. Biomed. Sci. 2022, 8(1), 37-40. doi: 10.11648/j.bs.20220801.16
AMA Style
Abdul Rehman Khokhar, Qurrat-ul Ain Rehman, Mujahid Hussain. Test Item Analysis of MCQS of Medical Physiology: Summative Assessment. Biomed Sci. 2022;8(1):37-40. doi: 10.11648/j.bs.20220801.16
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author = {Abdul Rehman Khokhar and Qurrat-ul Ain Rehman and Mujahid Hussain},
title = {Test Item Analysis of MCQS of Medical Physiology: Summative Assessment},
journal = {Biomedical Sciences},
volume = {8},
number = {1},
pages = {37-40},
doi = {10.11648/j.bs.20220801.16},
url = {https://doi.org/10.11648/j.bs.20220801.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.bs.20220801.16},
abstract = {Introduction: MCQs in one of popular test item of educational institution in a short time, large part of curriculum. It is an effective tool for student assessment as well as providing guidelines to teachers. Objectives: Our study objectives were to analyze the quality of MCQs and identify the low scorers and student learning difficulties. Standardization of MCQs is required only after test item analysis. Material and Methods: The study design was cross sectional analytical study. Simple random sampling technique was applied. The total participants were 100 students of 1st year MBBS of Ghazi Khan Medical College, Dera Ghazi Khan. Fifty best MCQs were given in send up of Medical Physiology 2021. On basis of students total score in test, they were divides into two groups, high scorers (n=25) and low scorers (n=25). The difficulty index (P) and discrimination index, distracter efficiency (DE%) were calculated. Results: Our study 80% of test items have acceptable range of difficulty index and very high distracter efficiency. Only 20% of test item showed very poor difficulty index, which needs to be rephrased or deleted. The 20% test item had acceptable difficulty index (P=38), high D. I (0.36) and highest distracter efficiency (DE=100%). Conclusion: Test items with average difficulty index (P), excellent DI and all functional distracters should be given in subsequent tests.},
year = {2022}
}
TY - JOUR T1 - Test Item Analysis of MCQS of Medical Physiology: Summative Assessment AU - Abdul Rehman Khokhar AU - Qurrat-ul Ain Rehman AU - Mujahid Hussain Y1 - 2022/03/03 PY - 2022 N1 - https://doi.org/10.11648/j.bs.20220801.16 DO - 10.11648/j.bs.20220801.16 T2 - Biomedical Sciences JF - Biomedical Sciences JO - Biomedical Sciences SP - 37 EP - 40 PB - Science Publishing Group SN - 2575-3932 UR - https://doi.org/10.11648/j.bs.20220801.16 AB - Introduction: MCQs in one of popular test item of educational institution in a short time, large part of curriculum. It is an effective tool for student assessment as well as providing guidelines to teachers. Objectives: Our study objectives were to analyze the quality of MCQs and identify the low scorers and student learning difficulties. Standardization of MCQs is required only after test item analysis. Material and Methods: The study design was cross sectional analytical study. Simple random sampling technique was applied. The total participants were 100 students of 1st year MBBS of Ghazi Khan Medical College, Dera Ghazi Khan. Fifty best MCQs were given in send up of Medical Physiology 2021. On basis of students total score in test, they were divides into two groups, high scorers (n=25) and low scorers (n=25). The difficulty index (P) and discrimination index, distracter efficiency (DE%) were calculated. Results: Our study 80% of test items have acceptable range of difficulty index and very high distracter efficiency. Only 20% of test item showed very poor difficulty index, which needs to be rephrased or deleted. The 20% test item had acceptable difficulty index (P=38), high D. I (0.36) and highest distracter efficiency (DE=100%). Conclusion: Test items with average difficulty index (P), excellent DI and all functional distracters should be given in subsequent tests. VL - 8 IS - 1 ER -
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