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The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course

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Date Issued:
2006
Summary:
We have developed a method of quantifying multiple-choice test items in an introductory physical science course in terms of the various tasks required to solve the problem. We assign a numerical level of difficulty to each task so that any question can be assigned a degree of difficulty, which is the sum of the individual levels of difficulty associated in each steps. Using the questions and results from the tests we have investigated the relationship between the degree of difficulty of each question and the corresponding discrimination index. Our results indicate that as the degree of difficulty increases so does the capability of the item to discriminate between students with different abilities. There is a maximum degree of difficulty beyond which the discrimination starts to decrease. At that point, test items become too difficult. Thus, it should be possible in future to design items that will provide optimum discrimination.
Title: The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course.
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Name(s): Hotiu, Angelica
Jordan, Robin G., Thesis advisor
Florida Atlantic University, Degree grantor
Charles E. Schmidt College of Science
Department of Physics
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2006
Date Issued: 2006
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, FL
Physical Form: application/pdf
Extent: 61 p.
Language(s): English
Summary: We have developed a method of quantifying multiple-choice test items in an introductory physical science course in terms of the various tasks required to solve the problem. We assign a numerical level of difficulty to each task so that any question can be assigned a degree of difficulty, which is the sum of the individual levels of difficulty associated in each steps. Using the questions and results from the tests we have investigated the relationship between the degree of difficulty of each question and the corresponding discrimination index. Our results indicate that as the degree of difficulty increases so does the capability of the item to discriminate between students with different abilities. There is a maximum degree of difficulty beyond which the discrimination starts to decrease. At that point, test items become too difficult. Thus, it should be possible in future to design items that will provide optimum discrimination.
Identifier: FA00000766 (IID)
Degree granted: Thesis (M.S.)--Florida Atlantic University, 2006.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Charles E. Schmidt College of Science
Subject(s): Decision making
Curriculum planning
Examinations--Scoring
Educational tests and measurements
Universities and colleges--United States--Examinations--Design and construction
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00000766
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
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Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.