标题：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
期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：7
页码：3301-3309
DOI：10.29333/ejmste/91681
出版社：Pamukkale Univ Dept Sci Education
摘要：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 inhouse
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.
关键词：educational measurement; test questions; differentiation power; ease;
health sciences; students
