Phân tích đề thi trắc nghiệm khách quan học phần/Module của sinh viên ngành Y khoa năm thứ 3 tại Trường Đại học Y Dược Thái Bình=Analysis of objective multiple-choice tests for modules of third year medical students at Thai Binh University of Medicine and Pharmacy

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Thanh Tuân Đỗ, Mạnh Hà Trần

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Y Dược Thái Bình (Đại học Y Dược Thái Bình), 2024

Mô tả vật lý: tr.132-136

Bộ sưu tập: Metadata

ID: 243994

Thêm vào giỏ

Đánh giá phổ điểm đề thi, độ khó, độ phân biệt của câu hỏi thi dạng trắc nghiệm khách quan. Phương pháp: Sử dụng phân tích phổ điểm đối với mỗi học phần/modules. Xác định độ khó của câu trắc nghiệm là tỷ lệ sinh viên trả lời đúng so với tổng số sinh viên tham gia trả lời câu hỏi đó
Độ phân biệt của câu hỏi thi là khả năng mà câu trắc nghiệm phân loại được sinh viên thành những nhóm trình độ khác nhau (nhóm khá, giỏi và nhóm TB- Yếu, kém). Kết quả: Phổ điểm đề thi: mức điểm từ trung bình trở lên chiếm 66,93%, trong đó, trong đó, điểm khá chiếm 29,0%, giỏi chiếm 1,47%. Phổ điểm tương đối đều giữa các lớp. Có 35,03% câu hỏi thi có độ khó ở mức trung bình, 41,66% câu hỏi thi ở mức độ dễ, câu hỏi ở mức độ khó và tương đối khó chiếm tỷ lệ lần lượt là 15,18 và 8,11%. Có 25,24% câu hỏi thi có độ phân biệt ở mức thấp, Các mức độ phân biệt tốt, trung bình tương đương nhau với tỷ lệ lần lượt là: 15,47% và 15,13%
Câu hỏi có độ phân biệt ở mức rất tốt chiếm tỉ lệ chung là 43,16%. Kết luận: Xác định phổ điểm của đề thi và đánh giá độ khó, độ phân biệt của câu hỏi đối với đề thi trắc nghiệm khách quan là rất cần thiết để xây dựng đề thi chất lượng tốt, đồng thời giúp chỉnh sửa ngân hàng câu hỏi, loại bỏ những câu hỏi trắc nghiệm chưa phù hợpTo evaluate the score spectrum of the test, difficulty, and discriminability of questions in the objective multiple-choice tests.Method: Use spectrum analysis for each module. Determining the difficulty of a multiple-choice question is the percentage of students who answered correctly compared to the total number of students participating in answering that question
Discriminability of test questions is the ability of multiple-choice questions to classify students into groups of different levels (good, very good groups and average-weak- poor group).Results: Spectrum of test scores: the average score or higher accounted for 66,93%, of which, good and excellent scores accounted for 30.47%. The score spectrum is also relatively even between classes. There are 35.03% of exam questions with medium difficulty, 41.66% of the exam questions are at the easy level, the questions at the difficult level and the relatively difficult level account for 15.18 and 8.11%, respectively. There are 25.24% of exam questions with low discriminatory level
The levels of good, and average are equivalent with the rate of 15.47% and 15.13% respectively
Questions with a very good level of discrimination account for an overall rate of 43.16%. Conclusion: Determining the score spectrum of the test and assessing the difficulty and discriminability of the questions for the objective multiple-choice test is essential to build a good-quality test, and at the same time help to improve the question bank and eliminate inappropriate multiple-choice questions

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