ABSTRACT
Background: The accurate, reliable and timely assessment of students is an essential domain of teaching duringMedical professional courses. The Multiple Choice Questions (MCQ) are time tested method of ready assessmentof undergraduate students. Although it evaluates student’s cognitive knowledge but does not evaluate professionalskills. However it is said that MCQs emphasize recall of factual information rather than conceptual understandingand interpretation of concepts.Objectives: The main objective of the study is to analyse the items with the help of item analysis and select theitems which are good for incorporation into future question bank with reliability.Materials and Methods: This study was done in Department of Anatomy, AIIMS, Patna. A 396 first year MBBSstudents of different batches took the MCQ test comprising 60 questions in two sessions. During the evaluationprocess of MCQ’s each correct response was awarded one mark and no marks was awarded for any incorrectresponse. Each item was analysed for difficulty index, discrimination index and distractor effectiveness.Results: The overall mean of Facilitative value, Discrimination Index, Distractor Effectiveness and CorrelationCoefficient was 66.09 (±21.55), 0.26 (±0.16), 18.84 (±10.45) and 0.55±0.22 respectively.Conclusion: The framing of MCQ should be according to Bloom’s classification to assess cognitive, affective aswell as psychomotor domain of the students. The MCQ having poor and negative discrimination should bereframed and again should be analysed.