Analyzing the relationship between psychometric indices of item analysis with attainment of course learning outcomes: cross-sectional study in integrated outcome-based dental curriculum courses
Background Assessment plays a crucial role in evaluating student learning and achieving educational goals. This study investigates the relationship between various psychometric properties of assessment items: Discrimination Index, Difficulty Index, KR-20, and KR-21 and the percentage of attainment of Course Learning Outcomes (CLOs) in an integrated, outcome-based dental undergraduate program. Methods A quantitative, correlational research design was employed at the College of Dentistry, Jouf University, Saudi Arabia, from January to July 2024. Data were collected from three distinct undergraduate courses in the Bachelor of Dental & Oral Surgery program. A total of 425 assessment items were analyzed, ensuring representation across different courses. Psychometric indices were computed using item analysis tool of Blackboard Learning Management System, and CLO attainment was determined based on student performance in mid-block and final block assessments. Pearson correlation analysis examined relationships between CLO attainment and psychometric indices, while multiple linear regression identified significant predictors. Results The mean CLO attainment was 71.40% (SD = 7.19). A strong positive correlation was found between CLO attainment and the Difficulty Index (r = 0.906, p
Background Assessment plays a crucial role in evaluating student learning and achieving educational goals. This study investigates the relationship between various psychometric properties of assessment items: Discrimination Index, Difficulty Index, KR-20, and KR-21 and the percentage of attainment of Course Learning Outcomes (CLOs) in an integrated, outcome-based dental undergraduate program. Methods A quantitative, correlational research design was employed at the College of Dentistry, Jouf University, Saudi Arabia, from January to July 2024. Data were collected from three distinct undergraduate courses in the Bachelor of Dental & Oral Surgery program. A total of 425 assessment items were analyzed, ensuring representation across different courses. Psychometric indices were computed using item analysis tool of Blackboard Learning Management System, and CLO attainment was determined based on student performance in mid-block and final block assessments. Pearson correlation analysis examined relationships between CLO attainment and psychometric indices, while multiple linear regression identified significant predictors. Results The mean CLO attainment was 71.40% (SD = 7.19). A strong positive correlation was found between CLO attainment and the Difficulty Index (r = 0.906, p
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