Item Analysis of Multiple Choice Questions used as a tool for Summative Assessment in a Medical College in Haryana

Abstract

Introduction: Multiple choice questions (MCQs) are one of the popular tools used for evaluating medical students since they can be used to test a large number of candidates with only minimal human intervention. These MCQs also need testing for quality and standard which will ultimately improve the teaching-learning process. This study is conducted to assess the quality of MCQs of our in-use question bank. Methods: A total of 80 MCQs from the biochemistry internal examinations conducted in 2021 held at Al-Falah Medical College, Haryana for 147 students of 1st year Bachelor of Medicine and Bachelor of Surgery (M.B.B.S) were analyzed for difficulty index, discrimination index, and distractor effectiveness. The MCQs were the single best response type with one key option and three distractors. Statistical analysis for calculation of Mean, Standard Deviation, and Pearson correlation was performed on the data obtained using Microsoft excel 2010. Results: The observed mean of difficulty index, discrimination index, and distractor effectiveness was 75.08±15.68, 0.32±0.17, and 53.30±29.37 respectively. No item had a negative discrimination index. The Pearson correlation between DIF I and DI was negative (r = -0.43) and insignificant. Conclusion: Item analysis helps to optimize the existing question bank by helping in identifying flawed items. It is recommended to use this tool to standardize the testing process so as to accurately assess the student performance and improve the teaching-learning outcome.