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A Novel Method for Evaluating Item Quality in Medical and Professional School Exams

Thu, April 16, 12:00 to 1:30pm, Sheraton, Floor: Fourth Level, Chicago VI&VII


It has been well documented in the research literature that poor quality examination items may result in invalid test scores that potentially misrepresent what a student actually knows about a given content area (Downing & Haladyna, 1997). This is primarily because poor items often offer psychological and/or technical cues within the wording of an item or its response options that may unduly benefit a test-taker or otherwise improves one’s chance of answering the item correctly. The purpose of this study was to introduce a simple, but novel, method for evaluating item quality and discerning the effects of baseline guessing contamination.