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Background <p>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.</p> Methods <p>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 &amp; 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.</p> Results <p>The mean CLO attainment was 71.40% (SD = 7.19). A strong positive correlation was found between CLO attainment and the Difficulty Index (<i>r</i> = 0.906, <i>p</i> &lt; 0.01), indicating that as the Difficulty Index increases, CLO attainment improves. CLO attainment also showed a moderate positive correlation with KR-21 (<i>r</i> = 0.701, <i>p</i> &lt; 0.05). Multiple regression analysis identified the Difficulty Index as the most significant predictor of CLO attainment, while other indices, including the Discrimination Index and reliability estimates (KR-20, KR-21), did not show significant predictive power.</p> Conclusion <p>This study underscores the pivotal role of the Difficulty Index in predicting CLO attainment in dental education. While reliability indices and Discrimination Index contribute to test evaluation, the Difficulty Index is the strongest determinant of student success. These findings provide valuable insights for optimizing assessment strategies to enhance student learning outcomes.</p>

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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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月7日

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  • Kiran Kumar Ganji,
  • Nilakantan Ananthakrishnan,
  • Shivasakthy Manivasakan,
  • Mohammed Katib Alruwaili,
  • Meshal Aber Alonazi,
  • Hmoud Ali Algarni

摘要

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 < 0.01), indicating that as the Difficulty Index increases, CLO attainment improves. CLO attainment also showed a moderate positive correlation with KR-21 (r = 0.701, p < 0.05). Multiple regression analysis identified the Difficulty Index as the most significant predictor of CLO attainment, while other indices, including the Discrimination Index and reliability estimates (KR-20, KR-21), did not show significant predictive power.

Conclusion

This study underscores the pivotal role of the Difficulty Index in predicting CLO attainment in dental education. While reliability indices and Discrimination Index contribute to test evaluation, the Difficulty Index is the strongest determinant of student success. These findings provide valuable insights for optimizing assessment strategies to enhance student learning outcomes.