Evaluating multiple choice items in determining quality of test

Aziz, Azrilah Abd; Khatimin, Nuraini; Zaharim, Azami; Salleh, Tuan Salwani

doi:10.1109/tale.2013.6654501

Cited by 3 publications

(2 citation statements)

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“…Descriptive and inferential analyses were conducted with the proposed instrument, with the results corroborated by a RASCH model (RM) (Rasch, 1980) to ascertain the students' ability and, thus, support the findings obtained. Moreover, the RM provided validity and reliability evidence for the proposed instrument (Aziz et al, 2013;Raudzatul, 2016).…”

Section: Introductionmentioning

confidence: 99%

An Approximation of University Students’ Learning Ability in the Area of Probability

Bravo¹,

Arellano²,

Estrada³

et al. 2019

European Journal of Contemporary Education

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The objective of this study is to analyze the ability of students of the University Center for the Economic Administrative Sciences which forms part of the University of Guadalajara from different economic-administrative undergraduate programs, to solve distinct problems in the area of probability, applying a multiple-choice instrument aligned to the learning objectives via a qualitative-descriptive methodology. The study comprised a sample of 251 students from 14 different undergraduate degree programs who were enrolled in the same statistics course. Multivariate tests were conducted in order to identify any differences in performance related to undergraduate degree program and sex, while a RASCH model was applied to provide validity evidence for the assessment. The results show that the students do not have a good level of ability for solving conditional probability problems, which they confused with the formulation of independent event problems although they did show a satisfactory level of ability for solving other types of problems.

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Section: Introductionmentioning

confidence: 99%

An Approximation of University Students’ Learning Ability in the Area of Probability

Bravo¹,

Arellano²,

Estrada³

et al. 2019

European Journal of Contemporary Education

View full text Add to dashboard Cite

show abstract

“…The Rasch model is common in the literature (Hambleton et al , 1991; Baker, 2001; McAlpine, 2002a, b; Lee et al , 2011; Liu et al , 2011; Aziz et al , 2013). As stated by Hambleton et al (1991), even though its form is different from the one that is presented for the logistic model of one parameter, it is mathematically equivalent to this.…”

Section: Introductionmentioning

confidence: 99%

Using Learning Analytics to evaluate the quality of multiple-choice questions

Azevedo

Oliveira

Beites

2019

IJILT

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Purpose The purpose of this paper is to find appropriate forms of analysis of multiple-choice questions (MCQ) to obtain an assessment method, as fair as possible, for the students. The authors intend to ascertain if it is possible to control the quality of the MCQ contained in a bank of questions, implemented in Moodle, presenting some evidence with Item Response Theory (IRT) and Classical Test Theory (CTT). The used techniques can be considered a type of Descriptive Learning Analytics since they allow the measurement, collection, analysis and reporting of data generated from students’ assessment. Design/methodology/approach A representative data set of students’ grades from tests, randomly generated with a bank of questions implemented in Moodle, was used for analysis. The data were extracted from a Moodle database using MySQL with an ODBC connector, and collected in MS ExcelTM worksheets, and appropriate macros programmed with VBA were used. The analysis with the CTT was done through appropriate MS ExcelTM formulas, and the analysis with the IRT was approached with an MS ExcelTM add-in. Findings The Difficulty and Discrimination Indexes were calculated for all the questions having enough answers. It was found that the majority of the questions presented values for these indexes, which leads to a conclusion that they have quality. The analysis also showed that the bank of questions presents some internal consistency and, consequently, some reliability. Groups of questions with similar features were obtained, which is very important for the teacher to develop tests as fair as possible. Originality/value The main contribution and originality that can be found in this research is the definition of groups of questions with similar features, regarding their difficulty and discrimination properties. These groups allow the identification of difficulty levels in the questions on the bank of questions, thus allowing teachers to build tests, randomly generated with Moodle, that include questions with several difficulty levels in the tests, as it should be done. As far as the authors’ knowledge, there are no similar results in the literature.

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Application of Rasch Measurement Model in Evaluating Student Performance for Foundation of Computing II

Said

2016

7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings

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Evaluating multiple choice items in determining quality of test

Cited by 3 publications

References 1 publication

An Approximation of University Students’ Learning Ability in the Area of Probability

An Approximation of University Students’ Learning Ability in the Area of Probability

Using Learning Analytics to evaluate the quality of multiple-choice questions

Application of Rasch Measurement Model in Evaluating Student Performance for Foundation of Computing II

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