Exploring the Quality of Multiple-Choice Question Type of Test Items in Information and Communication Technology Using Item Analysis

Abstract

The study explored the quality of multiple-choice question types of test items in Information and Communication Technology (ICT) using item analysis. The study was an exploratory type where secondary data was collected and analysed. The secondary data was made up of ten (10) Multiple Choice Questions (MCQ) items on an ICT test instrument. Thirty learners’ test instruments were sampled. The item analysis procedure included the item reliability coefficient, coefficient of variation, difficulty level, discrimination index, and distractor analysis. The study revealed that the test items had a low-reliability power and the class is homogenous. It was also found that ten per cent (10⁒) of the items were highly appropriate, fifty per cent (50⁒) needed revision, and forty per cent (40⁒) needed to be discarded. The study also found that some of the distractors were not appropriate and hence needed review while others need to be replaced. It was, therefore, recommended that item analysis should embrace race by teachers since it will foster effectiveness and efficiency carry out their duties in teaching and learning. Moreover, the Ministry of Education in Ghana must liaise with various heads of educational institutions to contract measurement and evaluation experts to organize workshops for their staff on how to do item analysis.

Keywords

• reliability coefficient
• discrimination index
• difficulty level
• distractor analysis
• test items