The validity and reliability analysis of questions in exams applied to duzce university faculty of medicine students [Düzce üniversitesi tıp fakültesi öğrencilerine uygulanan sınavlarda soruların geçerlik ve güvenirlik analizi]

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dc.contributor.authorAnkaralı, Handan
dc.contributor.authorCangür, Şengül
dc.contributor.authorSungur, Mehmet Ali
dc.contributor.authorAtaoğlu, Safinaz
dc.date.accessioned2020-04-30T13:33:53Z
dc.date.available2020-04-30T13:33:53Z
dc.date.issued2017
dc.departmentDÜ, Tıp Fakültesi, Temel Tıp Bilimleri Bölümüen_US
dc.description.abstractAim: The purpose of this research is to analyze the validity and reliability of the exam questions applied to the students of Duzce University Medical Faculty Term I, Term II and Term III. Material and Methods: Exam results were obtained from students of Term II, Term II and Term III for the period of 2014-2015 and 2015-2016 academic years from Duzce University Faculty of Medicine Registrar’s office. Exams of 44 exams including 38 committee exams and 6 final exams applied to the students in Term I, Term II and Term III during 2014-2015 and 2015-2016 academic years are examined. For each exam 100 questions were selected and the total number of questions examined was 4400. Each individual taking the exam has been included in the analysis. In order to evaluate the validity and reliability of the exam questions, "Item Response Analysis" was applied to each exam separately. Kuder-Richardson 20 (KR20), KR21 and Spearman-Brown reliability coefficients were calculated to evaluate the reliability of each exam. Results: It is seen that the questions regarding the Term I and Term II committee exams in 2014-2015 and 2015-2016 academic years are quite easy and distinctive questions, the questions regarding the Term III committee exam are quite easy and the questions that need to be corrected. It is observed that the questions of the term I and II final exams are moderately difficult and the questions to be corrected. It can be said that the questions of the term III final exam are very difficult and very poor quality, namely they are questions that should not be included in the exam. Conclusion: We recommended that examinations applied to assess the quality of the exam and student achievement should be assessed using different techniques, both on a general and a question-based basis. In addition, we recommended that medical faculty academic staffs have to give training in Measurement and Evaluation in Medical Education in order to increase the quality of exam questions. © 2017, Duzce University Medical School. All rights reserved.en_US
dc.identifier.endpage41en_US
dc.identifier.issn1307671X
dc.identifier.issue2en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage38en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12684/753
dc.identifier.volume19en_US
dc.indekslendigikaynakScopusen_US
dc.language.isotren_US
dc.publisherDuzce University Medical Schoolen_US
dc.relation.ispartofDüzce Tıp Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectDiscrimination index; Exam; Faculty of medicine; Question difficultyen_US
dc.titleThe validity and reliability analysis of questions in exams applied to duzce university faculty of medicine students [Düzce üniversitesi tıp fakültesi öğrencilerine uygulanan sınavlarda soruların geçerlik ve güvenirlik analizi]en_US
dc.typeArticleen_US

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