The use of multiple‐choice questions as a form of formative assessment on an undergraduate law module

Multiple choice questions are nowadays used in competitive examination and formative assessment to assess the student's eligibility and certification.Item analysis is the process of collecting,summarizing and using information from students' responses to assess the quality of test items.Goal of the study was to identify the relationship between the item difficulty index and item discriminating index in medical student's assessment. 400 final year medical students from various medical colleges responded 200 items constructed for the study.The responses were assessed and analysed for item difficulty index and item discriminating power. Item difficulty index an item discriminating power were analysed by statical methods to identify correlation.The discriminating power of the items with difficulty index in 40%-50% was the highest. Summary and Conclusion:Items with good difficulty index in range of 30%-70% are good discriminator.

Download Full-text

Use of multiple choice questions during lectures helps medical students improve their performance in written formative assessment in physiology

National Journal of Physiology Pharmacy and Pharmacology ◽

10.5455/njppp.2016.6.0514029062016 ◽

2016 ◽

Vol 6 (6) ◽

pp. 576

Author(s):

Madhu Bhatt ◽

Shelka Dua

Keyword(s):

Medical Students ◽

Formative Assessment ◽

Multiple Choice ◽

Multiple Choice Questions

Download Full-text

The Difference between Formative Assessment through Multiple Choice Questions and True False Questions in Iranian Intermediate EFL Learners' Grammar Learning

Theory and Practice in Language Studies ◽

10.4304/tpls.1.7.906-911 ◽

2011 ◽

Vol 1 (7) ◽

Cited By ~ 1

Author(s):

Mansoor Fahim ◽

Farnoosh Fahim

Keyword(s):

Formative Assessment ◽

Multiple Choice ◽

Multiple Choice Questions ◽

Efl Learners ◽

Grammar Learning ◽

The Difference ◽

True False

Download Full-text

Comparison of Essay Type and Multiple Choice Questions for Theoretical Formative Assessment among Second Phase MBBS Students in Microbiology

International Journal of Current Microbiology and Applied Sciences ◽

10.20546/ijcmas.2017.605.167 ◽

2017 ◽

Vol 6 (5) ◽

pp. 1529-1537 ◽

Cited By ~ 1

Author(s):

T.M. Nandan ◽

G. Latha ◽

Dhayakani Selvakumar ◽

C.N. Veena

Keyword(s):

Formative Assessment ◽

Multiple Choice ◽

Second Phase ◽

Multiple Choice Questions

Download Full-text

MULTIPLE CHOICE QUESTIONS: AS FORMATIVE ASSESSMENT

International Journal of Medical and Biomedical Studies ◽

10.32553/ijmbs.v3i3.137 ◽

2019 ◽

Vol 3 (3) ◽

Author(s):

Dr. Neha Rai ◽

Dr. Nimish Rai

Keyword(s):

Formative Assessment ◽

Undergraduate Students ◽

Vertical Integration ◽

Multiple Choice ◽

Assessment Method ◽

First Year ◽

Multiple Choice Questions ◽

Medical College ◽

Medical Undergraduate ◽

Near Future

The aims and objectives of the study was to assess the perceptions of 130 medical undergraduate students of first year MBBS about the most accepted written assessment method i.e multiple choice questions for formative assessment in the near future after vertical integration of teaching . Vertical integration module was followed for osteology classes in a medical college between orthopaedics and anatomy department. Thus after obtaining feedback from all the students, we concluded that multiple choice questions can be used for formative assessment and in near future it can be utilized for summative assessment too.

Download Full-text

ANALYSIS OF THE PERFORMANCE OF MCQs AS A PART OF FORMATIVE ASSESSMENT FOR IST MBBS STUDENTS IN BIOCHEMISTRY

International Journal of Medical and Biomedical Studies ◽

10.32553/ijmbs.v3i9.534 ◽

2019 ◽

Vol 3 (9) ◽

Author(s):

Suryakar Vrushali Prabhunath ◽

Surekha T. Nemade ◽

Ganesh D. Ghuge

Keyword(s):

Formative Assessment ◽

Assessment Tool ◽

Item Analysis ◽

Multiple Choice ◽

Discrimination Index ◽

Multiple Choice Questions ◽

Test Items ◽

Valid Test ◽

Difficulty Index

Introduction: Multiple Choice Questions (MCQs) is one of the most preferred tool of assessment in medical education as a part of formative as well as summative assessment. MCQ performance as an assessment tool can be statistically analysed by Item analysis. Thus, aim of this study is to assess the quality of MCQs by item analysis and identify the valid test items to be included in the question bank for further use. Materials and methods: Formative assessment of Ist MBBS students was carried out with 40 MCQs as a part of internal examination in Biochemistry. Item analysis was done by calculating Difficulty index (P), Discrimination index (d) and number of Non- functional distractors. Results: Difficulty index (P) of 65% (26) items was well within acceptable range, 7.5% (3) items were too difficult whereas 27.5% (11) items were in the category of too easy. Discrimination Index (d) of 70% (28) items fell in recommended category whereas 10% (4) items were with acceptable, and 20% (8) were with poor Discrimination index. Out of 120 distractors 88.33% (106) were functional distractors and 11.66% (14) were non-functional distractors. After considering difficulty index, discrimination index and distractor effectiveness, 42.5% (17) items were found ideal to be included in the question bank. Conclusion: Item analysis remains an essential tool to be practiced regularly to improve the quality of the assessment methods as well as a tool for obtaining feedback for the instructors. Key Words: Difficulty index, Discrimination index, Item analysis, Multiple choice questions, Non-functional distractors

Download Full-text

Analysis of multiple choice questions from a formative assessment of medical students of a medical college in Delhi, India

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20185375 ◽

2018 ◽

Vol 7 (1) ◽

pp. 174

Author(s):

Richa Garg ◽

Vikas Kumar ◽

Jyoti Maria

Keyword(s):

Formative Assessment ◽

Item Analysis ◽

Multiple Choice ◽

Medical Knowledge ◽

Discrimination Index ◽

Multiple Choice Questions ◽

Medical College ◽

Best Response ◽

Difficulty Index

Background: Assessment is a dominant motivator to direct and drive students learning. Different methods of assessment are used to assess medical knowledge in undergraduate medical education. Multiple choice questions (MCQs) are being used increasingly due to their higher reliability, validity, and ease of scoring. Item analysis enables identifying good MCQs based on difficulty index (DIF I), discrimination index (DI), and distracter efficiency (DE).Methods: Students of second year MBBS appeared in a formative assessment test, that was comprised of 50 “One best response type” MCQs of 50 marks without negative marking. All MCQs were having single stem with four options including, one being correct answer and other three incorrect alternatives (distracter). Three question paper sets were prepared by disorganizing sequence of questions. One of the three paper sets was given to each student to avoid copying from neighboring students. Total 50 MCQs and 150 distracters were analyzed and indices like DIF I, DI, and DE were calculated.Results: Total Score of 87 students ranged from 17 to 48 (out of total 50). Mean for difficulty index (DIF I) (%) was 71.6+19.4. 28% MCQs were average and “recommended” (DIF I 30-70%). Mean for discrimination index (DI) was 0.3+0.17. 16% MCQs were “good” and 50% MCQs were in “excellent” criteria, while rests of the MCQs were “discard/poor” according to DI criteria. Mean for distracter efficiency (DE) (%) was 63.4+33.3. 90% of the items were having DE from 100 to 33%. It was found that MCQs with lower difficulty index (<70) were having higher distracter efficiency (93.8% vs. 6.2%, p=0.004).Conclusions: Item analysis provided necessary data for improvement in question formulation and helped in revising and improving the quality of items and test also. Questions having lower difficulty index (<70) were significantly associated with higher discrimination index (>0.15) and higher distractor efficiency.

Download Full-text