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Assessment of Educational Progress is an important part of the educational process, there are many ways to evaluate students, the most common type of Examination is multiple choice Questions and if they are properly designed, Become appropriate method for assessing learning. Objective: This study aimed to determine quantitative indicators multiple-choice tests, some faculty members of Alborz University of Medical Sciences and its relationship with demographic variables in the first semester 95-94 Methods: In this cross-sectional study (cross sectional) of 31 faculty members of Alborz University of Medical Sciences after obtaining permission from the Vice Chancellor for Research and the University of Education so that the researchers were examined by the software descriptive and analytical tests EDC unit test analysis software based in University studied anonymous. In order to analyze the data, descriptive statistics such as mean, standard deviation, frequency distribution and Pearson and Spearman correlation coefficient was used inferential. Results: Results showed that although the majority of tests have acceptable difficulty factor but their discrimination index is weak, the other had a small majority of test reliability. Conclusion: The results of this study can be argued that most of the questions used in the test was in need of fundamental review and be familiar with design workshops and assessment tests in order to meet the teachers and the inevitable creation of standard questions.

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Assay Quantitative Indicators of Multiple-Choice Tests in Some Faculty Members of Alborz University of Medical Sciences and Its Relationship with Demographic Variables in the First Semester 95-94