| Learning Objective #1: Interpret test item analysis | |||
| Learning Objective #2: Utilize test item analysis results for improving student performance |
Background: Multiple-choice tests remain the most common method used for evaluation; Poorly written items affect student performance. Purpose: To investigate the relationship between test item analysis and student performance in a nursing course. Method: A review of item analysis of 7 unit tests with regard to failure rate, good and poor items, items deleted, and items credited. Results: Failure rate ranged from 2 to 13 students(X=5.7). The mean poor items(<.5) was 10.7(50-60 item tests) with mean item deletion of 2.7. A correlation was found between the number of poor items and student failure rate(r= .87, p < .01). Paired t-test was significant with alpha = .000 (df=6; p<.05). Number of items deleted and failure rate had a strong paired correlation (r=.89, p< .05), with a correlation alpha = .007. Further evaluation with the Paired Sample t-Test revealed a alpha value of .036 with p< .05 (t=2.696; df=6 ). A negative paired correlation between failure rate and good items (r= -0.817, alpha =.025) as well as between failure rate and great exam items (r= -.845, alpha = .017) was obtained. Both correlations were significant with a paired sample comparison at t alpha=.000 and .001 respectively. Also a paired sample analysis of failure rate and exam variability revealed a significant t alpha of .041(p< 05). Conclusions:The more difficult the item and the more items deleted, the more students failed the test. There were no correlations between the demographic variables and students performance. This suggests that other variables related to the exam items should be considered. They are item variability, poor and good items, and instructor consistency. Faculty must review and refine test items to enhance student performances. Item analysis and changes for improvement should constitute an excellent learning tool for students as well as faculty members.
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