The Criteria and Analysis of Multiple-Choice Questions in Undergraduate Dental Examinations

Abstract

Aims: This study aimed to evaluate past midterm multiple-choice question (MCQ) examinations in oral and the maxillofacial radiology course by identifying item-writing flaws (IWFs) along with cognitive level of each item as defined by Bloom's Taxonomy. Afterward, the quality of MCQs is determined by the Facility Index (FI) and Discrimination Index (DI) before and after removal of IWFs. Materials and Methods: This study was conducted in the Dental School of Riyadh ELM university, Riyadh, KSA. It consisted of reviewing the past midterm MCQ examinations of last semester (2nd semester 2016—2017) in three courses, namely advanced radiology (MidT1) for Level 12 dental students, radiographic interpretation of oral and maxillofacial radiology for level 8 dental students (MidT2), and finally, radiation physics and techniques for Level 5 dental students (MidT3). Identification of IWFs as well as cognitive level of MCQs was determined and then the quality of MCQ examinations was determined by FI and DI before and after removal of IWFs. Results: A total of 120 MCQs were evaluated and revised. The overall percentage of IWFs was 55%. In cognitive-level analysis, there was an increase in lower levels after removal of the IWFs from 68% to 88% and decrease in higher cognitive levels from 33% to 13%. The FI average level was increased after removal of IWFs from 50% to 55%, 77.5%, and 80% in MidT2, MidT5, and MidT6, respectively. DI average level also increased after removal of IWFs from 20% to 30% and finally from 42.5% to 57.5%. Conclusion: After removal of IWFs, cognitive levels as well as FI and DI were improved.