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KMID : 0378019820250060063
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New Medical Journal
1982 Volume.25 No. 6 p.63 ~ p.74
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A Study of Evaluation Method at Nursing Education Based on Factor-Analysis of Multiple Choice Question
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Abstract
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This study was intended to apply an evaluation approach to nursing program which was based on the analysis of the examination papers administered to the junior nursing students at Department of Nursing, College of Medicine, Seoul National University in 1981.
The multiple choice questions (MCQ) were analysed according to learning unit (body organ system typology), content area (focussed on clinical process) and three levels of cognitive domain of educational taxonomy in order to identify the test contents disprop ortionately emphasized. Also individual item was analysed by the difficulty index and discrimination index in order to determine the quality and appropriateness of the test items used.
In the cognitive domain analysis of MCQ, it was found that 73.8 percent of the test items tested for knowledge level (recall and recognition), 25.2 percent assessed comprehension level (interpretation of information) and a few test items (1.0 persent) measured application level (problem-solving skill) in A nursing course. The similar tendency of these was .shown in either B nursing course or C nursing course.
The resulting test item profile showed high freguency associated with content areas ,categorized as Nursing Implication, Pathology and Treatment in A nursing course. The content area of Structure & Fuction and Patholgy in B nursing course, the content area of Nursing Implication and Treatment in C nursing course were associated with the test Items frequently.
In the distributuion of the learning unit by content area of the test items tested in A nursing course, the category of Nursing Implication was mostly emphasized on the unit ,of Respiratory system (57.2%), E ENT (56.6%) and Genitourinary system (46.6%).
Analysis of item diffidulty and discrimination index were done according to the method described by R. Ebel. The results showed that 44. 6 percent of the test items was acceptable, 55.4 percent was non-acceptable, and only 13.9 percent was within desirable level of difficulty index.
And in the distribution of the discrimination index, the poor test item was 49.8 percent, excellent test item was 19. 8 percent, fair test item was 19. 5 persent and good one was 10. 9 percent.
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