Yıl 2017, Cilt 34 , Sayı 4, Sayfalar 257 - 262 2019-10-10

Assessment of Medicine Faculty Biostatistics Exam with Different Models

Leman Tomak [1]


The most important goal of a test is having reliable and valid measurement tools. The purpose of this study is to conduct item analysis to questions for an exam which measures the biostatistics knowledge of students and to assess the Biostatistics Program.

The study group consists of a total of 261 students in their second year of Ondokuz Mayıs University Faculty of Medicine. 132 (50.6%) of the students are female, while 129 (49.4%) are male. Item analysis was assessed by using classical method and Rasch analysis. The average value of the test which consisted of a total of 60 multiple choice questions was 47.47± 6.99; the lowest score was 15, while the highest score was 57. KR 20 value was found as 0.86. When all the questions were analyzed with Rasch analysis, item difficulty of 75% of the items was between -1.60 and 1.60.

As a conclusion, the exam was found to be reliable and it was shown to be a moderately difficult exam which assessed the knowledge of the students. Future studies are planned to assess Biostatistics teaching in different levels of class.


Rasch analysis, item difficulty, item discrimination
  • Referans 1 Abdalla, M.E., 2011. What does item analysis tell us? Factors affecting the reliability of multiple choice questions. Gezira J Health Sci.7,17‑25.
  • Referans 2 Abozaid, H., Park, Y.S., Tekian, A., 2017. Peer review improves psychometric characteristics of multiple choice questions. Med Teach. 39(1), 50-54.
  • Referans 3 Allen, D.D., 2012. Validity and reliabilityof the movement ability measue: A self-report instrument proposed for assessing movement across diagnoses and ability levels. Physical Thearapy. 87(7), 899-916.
  • Referans 4 Andrich, D., Sheridan, B., Luo, G., 2012. RUMM 2030 Version 5.4 for windows. RUMM Laboratory Pty Ltd.
  • Referans 5 Atılgan, H., Kan, A., Doğan, N., 2011, Eğitimde Ölçme ve Değerlendirme (5.Baskı). Anı Yayıncılık, Ankara.
  • Referans 6 Biswas, S.S., Jain, V., Agrawal, V., Bindra, M., 2015. Small group learning: Effect on item analysis and accuracy of self‑sssessment of medical students. Education for Health. 28(1), 16-21.
  • Referans 7 Brennan, R.L., 2011. Generalizability theory and classical test theory. Applied Measurement in Education. 24, 1-21.
  • Referans 8 Brookhart, S., 2015. Making the most of multiple choice. Educ Leadership. 73(1), 36-39.
  • Referans 9 Cappelleri, J.C., Lundy, J.J., Hays, R.D., 2014. Overview of classical test theory and item response theory for quantitative assessment of items in developing patientreported outcome measures. Clin Ther. 5,648-662.
  • Referans 10 Collins, J., 2006. Education techniques for lifelong learning: writing multiple-choice questions for continuing medical education activities and self-assessment modules. Radiographics. 26(2),543-551.
  • Referans 11 Crocker, L., Algina, J., 2008. Introduction to classical and modern test theory. Cengage Learning, USA.
  • Referans 12 Deepak, K.K., Al-Umran, K.U., AI-Sheikh, M.H., Dkoli, B.V., Al-Rubaish, A., 2015. Psychometrics of multiple choice questions with nonfunctioning distracters: Implications to medical education. Indian J Physiol Pharmacol. 59(4), 428-35.
  • Referans 13 De Grutijter, D.N., Van der Kamp, L.J., 2008, Statistical test theory for the behavioral sciences. Chapman&Hall, London.
  • Referans 14 Demars, C., 2010, Item Response Theory. Oxford Universtiy, New York.
  • Referans 15 DeVellis, R.F., 2006. Classical test theory. Med Care. 44(11), 50-59.
  • Referans 16 Epstein, R.M., 2007. Assessment in medical education. N Engl J Med. 356(4), 387-96.
  • Referans 17 Hingorjo, M.R., Jaleel, F., 2012. Analysis of one‑best MCQs: The difficulty index, discrimination index and distractor efficiency. J Pak Med Assoc. 62,142‑147.
  • Referans 18 Hintze, J., 2007. NCSS and GESS. Kaysville, Utah.
  • Referans 19 Kilgour, J.M., Tayyaba, S., 2016. An investigation into the optimal number of distractors in single-best answer exams. Adv Health Sci Educ Theory Pract. 21, 571-585.
  • Referans 20 Li, J., Liu, H., Liu, H., Feng, T., Cai, Y., 2011. Psychometric assessment of HIV/STI sexual risk scale among MSM: a Rasch model approach. BMC Public Health. 11(763), 1-8.
  • Referans 21 Mukherjee, P., Lahiri, S.K., 2015. Analysis of multiple choice questions (MCQs): Item and test statistics from an assessment in a medical college of Kolkata, West Bengal. IOSR J Dent Med Sci. 1, 47-52.
  • Referans 22 Pallant, J., 2016, Scale development, Rasch analysis and item response theory. Melbourne Australian consortium for Social & Political Research inc (ACSPRI), Melbourne: ACCPRI.
  • Referans 23 Petrillo, J., Cano, S.J., McLeod, L.D., Coon, C.D., 2015. Using classical test theory, item response theory, and Rasch measurement theory to evaluate patientreported outcome measures: a comparison of worked examples. Value Health. 1, 25-34.
  • Referans 24 Sim, S.M., Rasiah, R.I., 2006. Relation between item difficulty and discrimination indices in true/false type multiple choice questions of a para-clinical multidisciplinary paper. Annals Academy of Medicine. 35(2), 67-71.
  • Referans 25 Tarrant, M., Ware, J., Mohammed, A.M., 2009. An assessment of functioning and non-functioning distractors in multiple-choice questions: A descriptive analysis. BMC Med Educ. 9(40), 1-8.
  • Referans 26 Tomak, L., Bek, Y., 2015. Item analysis and evaluation in the examinations in the faculty of medicine at Ondokuz Mayis University. Niger J Clin Pract. 18(3), 387-394.
  • Referans 27 Trakman, G.L., Forsyth, A., Hoye, R., Belski, R., 2017. The nutrition for sport knowledge questionnaire (NSKQ): Development and validation using classical test theory and Rasch analysis. J Int Soc Sports Nutr. 3,14-26.
  • Referans 28 Vegada, B., Shukla, A., Khilnani, A., Charan, J., Desai, C., 2016. Comparison between three option, four option and five option multiple choice question tests for quality parameters: A randomized study. Indian J Pharmacol. 48(5), 571-575.
  • Referans 29 Zaman, A., Niwaz, A., Faize, F.A., Dahar, M.A., 2010. Analysis of multiple choice items and the effect ofitems' sequencing on difficulty level in the test of mathematics. European Journal of Social Sciences. 17(1), 61-67.
Bölüm Experimental Research
Yazarlar

Yazar: Leman Tomak
Ülke: Turkey


Tarihler

Kabul Tarihi : 8 Aralık 2017
Yayımlanma Tarihi : 10 Ekim 2019

Bibtex @araştırma makalesi { omujecm336864, journal = {Journal of Experimental and Clinical Medicine}, issn = {1309-4483}, eissn = {1309-5129}, address = {}, publisher = {Ondokuz Mayıs Üniversitesi}, year = {2019}, volume = {34}, pages = {257 - 262}, doi = {}, title = {Assessment of Medicine Faculty Biostatistics Exam with Different Models}, key = {cite}, author = {Tomak, Leman} }
APA Tomak, L . (2019). Assessment of Medicine Faculty Biostatistics Exam with Different Models. Journal of Experimental and Clinical Medicine , 34 (4) , 257-262 . Retrieved from https://dergipark.org.tr/tr/pub/omujecm/issue/49245/336864
MLA Tomak, L . "Assessment of Medicine Faculty Biostatistics Exam with Different Models". Journal of Experimental and Clinical Medicine 34 (2019 ): 257-262 <https://dergipark.org.tr/tr/pub/omujecm/issue/49245/336864>
Chicago Tomak, L . "Assessment of Medicine Faculty Biostatistics Exam with Different Models". Journal of Experimental and Clinical Medicine 34 (2019 ): 257-262
RIS TY - JOUR T1 - Assessment of Medicine Faculty Biostatistics Exam with Different Models AU - Leman Tomak Y1 - 2019 PY - 2019 N1 - DO - T2 - Journal of Experimental and Clinical Medicine JF - Journal JO - JOR SP - 257 EP - 262 VL - 34 IS - 4 SN - 1309-4483-1309-5129 M3 - UR - Y2 - 2017 ER -
EndNote %0 Journal of Experimental and Clinical Medicine Assessment of Medicine Faculty Biostatistics Exam with Different Models %A Leman Tomak %T Assessment of Medicine Faculty Biostatistics Exam with Different Models %D 2019 %J Journal of Experimental and Clinical Medicine %P 1309-4483-1309-5129 %V 34 %N 4 %R %U
ISNAD Tomak, Leman . "Assessment of Medicine Faculty Biostatistics Exam with Different Models". Journal of Experimental and Clinical Medicine 34 / 4 (Ekim 2019): 257-262 .
AMA Tomak L . Assessment of Medicine Faculty Biostatistics Exam with Different Models. J. Exp. Clin. Med.. 2019; 34(4): 257-262.
Vancouver Tomak L . Assessment of Medicine Faculty Biostatistics Exam with Different Models. Journal of Experimental and Clinical Medicine. 2019; 34(4): 262-257.