Authors : Janki Desai, Vishal Shah
DOI : 10.18231/j.ijcbr.2019.072
Volume : 6
Issue : 3
Year : 2019
Page No : 330-335
Introduction: Multiple choice questions (MCQs) are frequently used to assess in depth Knowledge of
students in various subjects. In fact, a rightly frame MCQ with acceptable quality, measured by Difficulty
Index (DIFI), Discrimination Index (DI) and Distractor Efficiency (DE) is the tool for assessment of
student’s performance.
Objective: To evaluate MCQs or items with their DIFI, DI and DE & to make database of valid items for
future examination that increases creditability of Assessment.
Materials and Methods: MCQ examination was conducted as a part of Day to Day Assessment for 1st
year MBBS students in Biochemistry Department at the end of 2nd term. 05 Set of 30 MCQs each had
been randomly distributed among 126 students and each MCQ / Item was analyzed. Data was entered and
analyzed in MS Excel 2007 for statistical analysis. Mean, Standard Deviations were calculated of DIFI,
DE & DI for each items.
Results: Out of 30 items, 11 had “good to excellent” DIF I (31 - 60%) and 1 6 had good to excellent ” DI
(> 0.25). Mean DEwas 64.4% considered as nearer to acceptable. Out of all 05 groups & 90 D istractors
average 30-32 were Non Functional Distractors.Negative DI indicates poor preparedness of students and
issues with framing of some ofthe MCQs.
Conclusion: Study emphasizes, each assessment test of MCQs can be improved by developing improved
items, maintaining database & selection of quality MCQs which truly assess the knowledge of students
according to their abilities to differentiate in correct manner.
Keywords: DE, DI, DIFI, MCQ, NFD.