Item analysis of university-wide multiple choice objective examinations: the experience of a Nigerian private university

Jonathan A. Odukoya (), Olajide Adekeye (), Angie O. Igbinoba and A. Afolabi
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Jonathan A. Odukoya: Covenant University
Olajide Adekeye: Covenant University
Angie O. Igbinoba: Covenant University
A. Afolabi: Covenant University

Quality & Quantity: International Journal of Methodology, 2018, vol. 52, issue 3, No 2, 983-997

Abstract: Abstract Teachers and Students worldwide often dance to the tune of tests and examinations. Assessments are powerful tools for catalyzing the achievement of educational goals, especially if done rightly. One of the tools for ‘doing it rightly’ is item analysis. The core objectives for this study, therefore, were: ascertaining the item difficulty and distractive indices of the university wide courses. A range of 112–1956 undergraduate students participated in this study. With the use of secondary data, the ex-post facto design was adopted for this project. In virtually all cases, majority of the items (ranging between 65% and 97% of the 70 items fielded in each course) did not meet psychometric standard in terms of difficulty and distractive indices and consequently needed to be moderated or deleted. Considering the importance of these courses, the need to apply item analyses when developing these tests was emphasized.

Keywords: Item analysis; Multiple choice questions; Examination; Dificulty Index (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (2)

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DOI: 10.1007/s11135-017-0499-2

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