Does Repetition of the Same Test Questions in Consecutive Years Affect their Psychometric Indicators? – Five-year Analysis of In-house Exams at Medical University of Warsaw
Full Text (PDF)
Mariusz Panczyk 1 * , Aleksander Zarzeka 1, Marcin Malczyk 2, Joanna Gotlib 1
More Detail
1 Division of Teaching and Outcomes of Education, Faculty of Health Science, Medical University of Warsaw, Warsaw, POLAND
2 University Exams Office of Medical University of Warsaw, Warsaw, POLAND
* Corresponding Author

Abstract

Aim of study:
Evaluation of the re-used test questions on the impact of psychometric indicators of test items in examinations in cardiology in Physiotherapy at the Medical University of Warsaw (MUW).

Materials and Methods:
A case study based on analysis of 132 five-option (528 distractors) multiple-choice questions (MCQs) developed at MUW included in five in-house exams. Questions repeated at least twice during the period considered and constituted 42.4% of all MCQs. Each MCQ was assessed on the basis of the following three indicators: difficulty index (DI), discrimination power (DP), and the number of non-functioning distractors (N-FD). The change in psychometric indicators of test items was assessed using Krippendorff alpha coefficient (αk).

Results:
Together with each MCQs repetition, a decrease in the number of questions that would maintaining the analogical DI value towards the initial level of easiness was observed. However, the level of DI compliance was significantly higher, even when there were five consecutive repetitions (coefficient αk for the consecutive repetitions was 0.90, 0.85, 0.78 and 0.75). N-FD number in consecutive repetitions remained on a satisfactory level (good and very good compliance), although there was a significant decrease in this range when there were three or more repetitions (coefficient αk was 0.80, 0.69, 0.66 and 0.65, respectively). Whereas the level of similarity as for DP for consecutive repetitions was significantly lower in comparison with those noted for DI and DE (DP coefficient αk was 0.28, 0.23, 0.25 and 0.10, respectively).

Conclusions:
The observed change in the initial values of psychometric indicators together with consecutive use of the same MCQs confirms the examiners’ concerns as for the progressive wear of the bank of test questions. However, the level of psychometric MCQs values loss, especially in the area of the easiness and the number of non-functioning distractors was not drastic. It appears that the level of MCQs spread among students of consecutive years is not too high, at least within two consecutive years.

Keywords

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/91681

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 7, pp. 3301-3309

Publication date: 16 May 2018

Article Views: 2103

Article Downloads: 759

Open Access References How to cite this article