Item Analysis of Tool used for Examining the Effectiveness of E-modules for Academic Performance of 7th Grade Students
Keywords:
Item Analysis, Multiple Choice Items (MCQs), Difficulty Index (Diff. I), Discrimination Index (D I), Distractor effectiveness (DE)Abstract
The main objective of this research study was to conduct analysis of test items for measuring quantitative characteristics (difficulty level, distractor efficiency & discrimination index) of research tool developed from the four units of general science of seventh (7th) class to be used as a test/tool for the research on “examining the effectiveness of e-modules for academic performance of students studying in 7th grade”. Tool was developed from the prescribed course of 7th class general science (Chemistry section). Data was collected from 240 students of 7th class. Researchers followed the procedure used by (Qamar, Kanwal & Nadeem, 2022). Items were analyzed for finding difficult level, discrimination index and distractor efficiency. Based on findings two test items (17 & 18) were eliminated & five (were revised because they have very small value of Diff. I (<29) and five test items (2, 17, 21, 22, 23) were revised due to less discrimination index. Thirteen distractors were revised and improved. As a result of item analysis five test items were eliminated & eleven items were refined and retained for data collection. Overall twenty five items could be used for data collection.
References
Atalmiş E, Kingston N.(2017) Three, four, and none of the above options in multiple-choice items. Turkish Journal of Education. 2017; 10;6(4):143-57. (doi. org/10.19128/turje.333687.)
Burud, I., Nagandla, K., & Agarwal, P. (2019). Impact of distractors in item analysis of multiple-choice questions. International Journal of Research in Medical Sciences, 7 (4), 1136-1139.
Carneson, J., Delpierre, G., & Masters, K. (2011). Designing and Managing MCQs: Appendix C: MCQs and Bloom's Taxonomy; 2011.
Case, S. M., & Swanson, D. B. (1998). Constructing written test questions for the basic and clinical sciences (2nd ed., pp. 22-25). Philadelphia: National Board of Medical Examiners.
Cizek, G.J., &O'Day, D.M. (1994). Further investigation of nonfunctioning options in multiple choice test items. Educational Psychol Measurement, 54(4),861-872.
Considine, J., Botti, M., & Thomas, S. (2005). Design, format, validity and reliability of multiple-choice questions for use in nursing research and education. Collegian. 12 (1),19-24
Elgadal, A. H., &Mariod, A. A. (2021). Item Analysis of Multiple-choice Questions (MCQs): Assessment Tool For Quality Assurance Measures. Sudan Journal of Medical Sciences, 16(3), 334-346.
Gronlund, N. E. (1998). Assessment of student achievement. 6th edition. Boston: Allyn and Bacon
Hingorjo, M. R., & Jaleel, F. (2012). Analysis of one-best MCQs: the difficulty index, discrimination index and distractor efficiency. JPMA-Journal of the Pakistan Medical Association, 62(2), 142.
Ismail, F. K. M., &Zubairi, A. M. B. (2022). Item Analysis of a Reading Test in Sri Lankan Context Using Classical Test Theory. International Journal of Learning, Teaching and Educational Research, 21(3).
Jannah, R., Hidayat, D. N., Husna, N., &Khasbani, I. (2021). An item analysis on multiple-choice questions: a case of a junior high school English try-out test in Indonesia. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, 15(1), 9-17.
Kumar, D., Jaipurkar, R., Shekhar, A., Sikri, G., & Srinivas, V. (2021). Item analysis of multiple-choice questions: A quality assurance test for an assessment tool. medical journal armed forces india, 77, S85-S89.
Mahjabeen, W., Alam, S., Hassan, U., Zafar, T., Butt, R., Konain, S., Rizvi, M. (2017). Difficulty index, discrimination index and distractor efficiency in multiple choice questions. Annals of PIMS, 310-315.
Malau-Aduli, B. S., &Zimitat, C. (2012). Peer review im¬proves the quality of MCQ examinations. Assessment & Evaluation in Higher Education, 37( 8), 919-931.
Mehta, G., &Mokhasi, V. (2014). Item analysis of multiple choice questions: An assessment of the assessment tool. International Journal Health Science Research, 4,197-202.
Namdeo S.K.,& Sahoo B. (2016).Item analysis of multiple choice questions from an assessment of medical students in Bhubaneswar, India. International Journal of Research in Medical Sciences, 4 (5),1716-1719.
Namdeo, S.K., & Rout, S.D. (2016). Assessment of functional and nonfunctional distractor in an item analysis. International Journal of Contemporary Medical Research, 3 (7),1891-1893.
Patil V. C, & Patil, H. V. (2015). Item analysis of medicine multiple choice questions (MCQs) for undergraduate (3rd year MBBS) Students. Research Journal of Pharmaceut Biol Chem Sci, 6,1242-1251.
Patil, R., Palve, S.B., Vell, K., &Boratne, A.V. (2016). Evaluation of multiple choice questions by item analysis in a medical college at Pondicherry, India. International Journal of Community Medicine and Public Health, 3(6),1612-1616.
Popham, W. J. (2008). Classroom assessment: What teachers need to Know (5th ed.). Boston: Allyn and Bacon
Qamar, A. M., Kanwal, W., & Nadeem, H. A. (2022). Item analysis for test to examine the effect of e-module on the academic performance of 7th class science students in Islamabad. Jahan-e-Tahqeeq, 5(2), 188-196.
Shad, M. N., Fatima, A., Fatima, S. H. A. H. N. A. Z., &Chiragh, S. (2018). Item analysis of MCQs of a pharmacology term exam in a Private Medical College of Pakistan. Pakistan Journal of Medical & Health Sciences, 1(12), 2.
Sharma, L. R. (2021). Analysis of difficulty index, discrimination index and distractor efficiency of multiple-choice questions of speech sounds of English. International Research Journal of MMC, 2(1), 15-28
Sowdani, K. M., Jaber, H., & Thomas, A. M. (2018). Item Analysis as a Tool for Educational Assessment as Compared to Students, Evaluation to lectures. Al Mustansiriyah Journal of Pharmaceutical Sciences, 18(2), 105-113.
Tan, L. T., & McAleer, J. J. A. (2008). The introduction of single best answer questions as a test of knowledge in the final examination for the fellowship of the Royal College of Radiologists in Clinical Oncology. Clinical Oncology, 20(8), 571-576.
Toksöz, S., &Ertunç, A. (2017). Item analysis of a multiple-choice exam. Advances in Language and Literary Studies, 8(6), 141-146.
Vyas, R., & Supe, A. (2008). Multiple choice questions: a literature review on the optimal number of options. Natl Med J India, 21(3), 130-3.
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2022 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Archives of Educational Studies (ARES), published by Department of Educational Studies, University of Okara, Pakistan is licensed under a Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit: https://creativecommons.org/licenses/by/4.0/
