Year: 2025
Type: article
Abstract: Background and aim: Item analysis of multiple-choice questions (MCQs) is a widely accepted method to ensure their quality and effectiveness.Key indices used in this process include the difficulty index (DIF I), discrimination index (DI), and distractor efficiency (DE).This study aimed to evaluate the quality of MCQs designed for the formative assessment of MBBS students in Biochemistry.By analyzing these items, the study also sought to develop a robust question bank of high-quality MCQs for use in future examinations. Materials and methods:The present study was a prospective observational analysis in which 124 MCQs used in Biochemistry formative assessments of undergraduate students during an academic session were subjected to item analysis.Results: The mean value of DIF I was 55.7 ± 20.6%, with 12 MCQs (9.7%) classified as difficult, 33 (26.7%) as easy, and 79 (63.7%) within the acceptable range.The mean DI was 0.34 ± 0.16.A total of 89 MCQs (71.8%) demonstrated good discrimination (DI > 0.24), while 15 (12.1%) with DI < 0.15 were recommended for removal.The overall DE was 84.4%.Based on a DIF I of 30-70%, DI > 0.24, and 100% DE, 46 MCQs (37.1%) were identified as ideal.The reliability scores of test items by Cronbach's Alpha and Kuder-Richardson Formula 21 were 0.83 and 0.9, respectively, indicating good consistency and reliability.Conclusion: Item analysis proved an effective tool for compiling a question bank comprising high-quality MCQs.The process also highlighted opportunities for improvement, such as revising marginal MCQs by refining the stem and incorporating more effective functional distractors.
Authors: Shalini Gupta, Harleen Kaur, Vaneet Kaur, Sumeet Kaur, Neelam Lakha
Language: English
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410566406