Relationship of text length of multiple-choice questions on item psychometric properties – A retrospective study

Aljehani, Dareen Khalid; Pullishery, Fawaz; Osman, Omer Abdelgadir Elfaki; Abuzenada, Basem Mohamed

doi:10.4103/sjhs.sjhs_76_20

Cited by 6 publications

(1 citation statement)

References 11 publications

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“…The average discrimination of the exam index was 0.46, and the standard deviation was 0.22, which is considered excellent or very discriminating [ 43 , 44 ]. The low standard deviation of the discrimination index means that the discrimination powers of the items are related, and since they are in the range of excellent or very discriminating, they are reasonably good.…”

Section: Discussionmentioning

confidence: 99%

Item analysis: the impact of distractor efficiency on the difficulty index and discrimination power of multiple-choice items

Rezigalla,

Eleragi,

Elhussein

et al. 2024

BMC Med Educ

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Background Distractor efficiency (DE) of multiple-choice questions (MCQs) responses is a component of the psychometric analysis used by the examiners to evaluate the distractors’ credibility and functionality. This study was conducted to evaluate the impact of the DE on the difficulty and discrimination indices. Methods This cross-sectional study was conducted from April to June 2023. It utilizes the final exam of the Principles of Diseases Course with 45 s-year students. The exam consisted of 60 type A MCQs. Item analysis (IA) was generated to evaluate KR20, difficulty index (DIF), discrimination index (DIS), and distractor efficiency (DE). DIF was calculated as the percentage of examinees who scored the item correctly. DIS is an item’s ability to discriminate between higher and lower 27% of examinees. For DE, any distractor selected by less than 5% is considered nonfunctional, and items were classified according to the non-functional distractors. The correlation and significance of variance between DIF, DI, and DE were evaluated. Results The total number of examinees was 45. The KR-20 of the exam was 0.91. The mean (M), and standard deviation (SD) of the DIF of the exam was 37.5(19.1), and the majority (69.5%) were of acceptable difficulty. The M (SD) of the DIS was 0.46 (0.22), which is excellent. Most items were excellent in discrimination (69.5%), only two were not discriminating (13.6%), and the rest were of acceptable power (16.9%). Items with excellent and good efficiency represent 37.3% each, while only 3.4% were of poor efficiency. The correlation between DE and DIF (p = 0.000, r= -0.548) indicates that items with efficient distractors (low number of NFD) are associated with those having a low difficulty index (difficult items) and vice versa. The correlation between DE and DIS is significantly negative (P = 0.0476, r=-0.259). In such a correlation, items with efficient distractors are associated with low-discriminating items. Conclusions There is a significant moderate negative correlation between DE and DIF (P = 0.00, r = -0.548) and a significant weak negative correlation between DE and DIS (P = 0.0476, r = -0.259). DIF has a non-significant negative correlation with DIS (P = 0.7124, r = -0.0492). DE impacts both DIF and DIS. Items with efficient distractors (low number of NFD) are associated with those having a low difficulty index (difficult items) and discriminating items. Improving the quality of DE will decrease the number of NFDs and result in items with acceptable levels of difficulty index and discrimination power.

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Section: Discussionmentioning

confidence: 99%

Item analysis: the impact of distractor efficiency on the difficulty index and discrimination power of multiple-choice items

Rezigalla,

Eleragi,

Elhussein

et al. 2024

BMC Med Educ

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Submission of Exams and Result Analysis (SERA) Software as a new tool in Medical Education

Nemenqani

Soliman

Ahmed

2021

2021 International Conference of Women in Data Science at Taif University (WiDSTaif )

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The development and validation of a C-test and a pseudo-character test for online CFL assessment

Yang

Osborne

2023

Journal of China Computer-Assisted Language Learning

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Taking inspiration from a popular online English test, this study first documents the development of an achievement test containing a newly developed C-test and pseudo-character test for beginner-level Chinese learners. Then, based on the test results collected from 53 university learners and using statistical tools, analyses were conducted on its content validity, construct validity, criterion-related validity, difficulty, discrimination power, and reliability. Results indicate that this new achievement test has relatively satisfactory reliability and validity, with only minor issues that need to be addressed in future studies. Situated in the context of language assessment, the study sheds light on the application of the C-test and a pseudo-character section in both face-to-face and at-distance Chinese as a foreign language (CFL) classrooms. Furthermore, the study also provides practical and applicable methods for CFL teachers to develop their own assessments.

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Relationship of text length of multiple-choice questions on item psychometric properties – A retrospective study

Cited by 6 publications

References 11 publications

Item analysis: the impact of distractor efficiency on the difficulty index and discrimination power of multiple-choice items

Item analysis: the impact of distractor efficiency on the difficulty index and discrimination power of multiple-choice items

Submission of Exams and Result Analysis (SERA) Software as a new tool in Medical Education

The development and validation of a C-test and a pseudo-character test for online CFL assessment

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