The analysis of MCQs in a newly developed reading comprehension ability test: a study on Yemeni undergraduate EFL learners Online publication date: Fri, 14-Jun-2019
by Iftikhar Yusuf Al-Ariqi; Jagannath K. Dange; Mir Mohsin
International Journal of Quantitative Research in Education (IJQRE), Vol. 4, No. 4, 2019
Abstract: Studies have shown that the best way to test the students' ability in reading comprehension is the multiple-choice questions (MCQs) for its validity and reliability. This paper tries to assess items and test quality in order to explore the relationship between difficulty index (p-value) and discrimination indices (DIs) with distractor efficiency (DE). The study was conducted among 134 second year Yemeni EFL students in Sana'a University, Yemen. Twenty MCQs analysed for p-value, DI and DE. Results indicated that the mean p-value and DI were 61.92 ± 25.1% and 0.31 ± 0.27, respectively. DI was noted to be maximum at p value range between 40% and 60%. Combining the two indices, 19 items could be called 'good' having a p-value from 20% to 90%, as well as a DI ≥ 0.40. Overall 75% items had two non-functional distractors (NFDs), while 20% items had three functional distractors and 5% had only one functional distractor.
Online publication date: Fri, 14-Jun-2019
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