Open AccessEvaluating the Quality of Exam Questions: A Multidimensional Item Response
Author(s) -
Faiz Zulkifli,
Rozaimah Zainal Abidin,
Zulkifley Mohamed,
Zainal Rozaimah,
Zeynel Abidin
Publication year - 2019
Publication title -
international journal of recent technology and engineering
Language(s) - English
Resource type - Journals
ISSN - 2277-3878
DOI - 10.35940/ijrte.b1094.0982s1119
Subject(s) - statistic , rasch model , quality (philosophy) , statistics , computer science , set (abstract data type) , item response theory , sufficient statistic , mathematics , psychometrics , philosophy , epistemology , programming language
The purpose of this research is to propose a new approach for evaluating the quality of the exam questions. Exam results were obtained from students taking the statistics and probability course in Universiti Teknologi MARA (UiTM). The number of exam questions is set by 10 questions with 30 items that have varying degrees of difficulty. A total of 214 students' results have been extracted from the iCGPA system. “Multidimensional Item Response Analysis (MIRA)” was applied for the 1PL (Rasch), 2PL and 3PL models to evaluate the quality of the exam questions. The models were estimated using MH-RM algorithm in the R package. Model fitting comparison is based on the log-likelihood, SE, AIC and BIC statistics. The statistic and Zh statistic were calculated to identify the item misfit and person misfit. Through model fittings, all three models give the value of all acceptable and almost identical statistic. 5 items are considered as misfit by the 1PL model. For the 2PL and 3PL models, 5 items are categorized as misfit. The reduction in the number of misfit items can be attributed to the addition of information to the IRA model. On the other hand, the analysis of person fit provides different misfit percentages between the IRA models. This is probably because most students can answer all the questions very well. In conclusion, the quality of exam questions for statistics and probability courses needs to be improved by increasing the degree of difficulty of the questions that incorporate higher-order thinking skill.