Item analysis of university-wide multiple choice objective
examinations: the experience of a Nigerian private
university

dc.creator	Odukoya, J. A., Adekeye, Olujide A, Igbinoba, Angie Osarieme, Afolabi, A.
dc.date	2017
dc.date.accessioned	2025-03-31T11:05:33Z
dc.description	Teachers and Students worldwide often dance to the tune of tests and examinations. Assessments are powerful tools for catalyzing the achievement of educational goals, especially if done rightly. One of the tools for ‘doing it rightly’ is item analysis. The core objectives for this study, therefore, were: ascertaining the item difficulty and distractive indices of the university wide courses. A range of 112–1956 undergraduate students participated in this study. With the use of secondary data, the ex-post facto design was adopted for this project. In virtually all cases, majority of the items (ranging between 65% and 97% of the 70 items fielded in each course) did not meet psychometric standard in terms of difficulty and distractive indices and consequently needed to be moderated or deleted. Considering the importance of these courses, the need to apply item analyses when developing these tests was emphasized
dc.format	application/pdf
dc.identifier	http://eprints.covenantuniversity.edu.ng/9095/
dc.identifier.uri	https://repository.covenantuniversity.edu.ng/handle/123456789/38466
dc.language	en
dc.publisher	Springer
dc.subject	BF Psychology
dc.title	Item analysis of university-wide multiple choice objective examinations: the experience of a Nigerian private university
dc.type	Article

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