Abstract
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
Highlights
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
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
The study was conducted in the Department of Biochemistry, at Dr Vasantrao Pawar Medical College, Adgaon, Nashik, Maharashtra. 40 single best response type of MCQs administered for the submission test as a formative assessment in Biochemistry to the Ist MBBS students were analysed
Summary
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. Item analysis was done by calculating Difficulty index (P), Discrimination index (d) and number of Non- functional distractors. Assessment is a critical component of instructions, especially in the field of medical education where it is generally said that “Assessment drives the learning”[1] and playing a central role in determining what and how students learn. If properly used, it can aid in accomplishing key curricular goals. In view of this it becomes important to review or analyse the process of assessment itself
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