Day 2 : Oral Presentations (Theme: Curriculum-Assessment)
The effect of item analysis in improving learning of kinesiology and biomechanics course
Location
AKU Auditorium
Start Date
27-1-2013 8:40 AM
Abstract
Background: Item analysis is an integrate component of course assessment which helps to improve the quality of the course exam and provide a guide for improving the teaching method. Increased quality of exam and teaching seem to have an important role in students’ learning outcome, as recommended in education for many years. The purpose of this study was to determine the effect of item analysis in improving students’ learning. Methods: Item characteristics of the multiple-choice questions (MCQs) in final exam for kinesiology and biomechanics of lower extremity course for physiotherapy students in winter semester of 2011who received routine teaching were studied. Improved and good MCQs were then conducted and together with an improved teaching applied for the same course in winter semester of 2012. The mean scores and number of students who passed the final exam in two studied semesters were compared to observe any effect of good MCQs and teaching on learning outcomes.
Results: The good MCQs along with the improved teaching, is significantly associated with the greater mean score than in routine teaching and MCQs. The number of students who passed the exam did not differ between the two semesters.
Conclusion: We conclude from these results that the item analysis serves as an effective educational tool which guides to revise test and improve teaching. On the basis of follow-up teaching and assessment, it appears that increased mean score in winter 2012 semester is associated with improved MCQs and teaching method and therefore possibly with an improvement in students’ learning.
Key words: Item analysis; learning outcome; teaching
The effect of item analysis in improving learning of kinesiology and biomechanics course
AKU Auditorium
Background: Item analysis is an integrate component of course assessment which helps to improve the quality of the course exam and provide a guide for improving the teaching method. Increased quality of exam and teaching seem to have an important role in students’ learning outcome, as recommended in education for many years. The purpose of this study was to determine the effect of item analysis in improving students’ learning. Methods: Item characteristics of the multiple-choice questions (MCQs) in final exam for kinesiology and biomechanics of lower extremity course for physiotherapy students in winter semester of 2011who received routine teaching were studied. Improved and good MCQs were then conducted and together with an improved teaching applied for the same course in winter semester of 2012. The mean scores and number of students who passed the final exam in two studied semesters were compared to observe any effect of good MCQs and teaching on learning outcomes.
Results: The good MCQs along with the improved teaching, is significantly associated with the greater mean score than in routine teaching and MCQs. The number of students who passed the exam did not differ between the two semesters.
Conclusion: We conclude from these results that the item analysis serves as an effective educational tool which guides to revise test and improve teaching. On the basis of follow-up teaching and assessment, it appears that increased mean score in winter 2012 semester is associated with improved MCQs and teaching method and therefore possibly with an improvement in students’ learning.
Key words: Item analysis; learning outcome; teaching