Abstract

Background: Multiple choice questions (MCQs) are preferred tools of assessment because of objectivity, ease of scoring and how each MCQ functions as an item can be understood by Item analysis.

Aims and Objectives: The aim of the study was (i) to carry out item analysis of MCQs used in formative assessment to know the validity and (ii) to carry out a post validation item analysis of MCQ’s of 1st MBBS students in anatomy to use results for further actions.

Materials and Methods: 45 MCQs were administered to 112 students of 1st M.B.B.S. as a formative assessment. Difficulty index and Discrimination index were calculated.

Results: Mean difficulty index was 56.67 ± 22.09, and mean discrimination index was 0.35 ± 0.23. Distribution of easy, moderate, and difficult MCQ was 20, 67, and 13%, respectively. About 20% of MCQs were poor, 20% with acceptable discriminating index, 27% had good, and 33% MCQ were of excellent discrimination index. No item was negatively discriminating and all distractor were functional. Very easy and very difficult items had poor discriminating index.

Conclusion: Most of items had moderate difficulty and good to excellent discrimination. Too easy and too difficult items showcased poor discrimination, no negatively discriminating item and absence of non-functional distractor suggest good quality framing of the MCQs.

Key words: Item Analysis; Facility Index; Discrimination Index; Single Best Response Multiple Choice Question