Main Article Content
Background: One of the real concerns of society, especially students and teachers, in particular, is the issue of student assessment in content learning theory. If the assessment of these questions cannot asses students' knowledge, it discourages active students, and, on the other hand, less attention leads to having poor students, which has known implications, especially in dentistry that endangers the health of the community.
Aim: Therefore, this research was conducted to evaluate the radiological multiple-choice questions 1, 2 and 3 in the second semester of the academic year 2016-2017.
Methods: This study was a Cross-Sectional one and data were calculated by ANOVA and regression analysis.
Results: During the study, 278 students’ answers of 611 questions were evaluated in theoretical radiological lessons 1, 2 and 3. On radiology 1 out of 40 multiple choice questions and 102 students, discrimination indexes were 0.23 ± 0.15 and difficulty coefficient % 54.8 ± 92.43 and the correlation coefficient was 0.64 and on Radio 2 from the 36 multiple-choice question discrimination index was 0.81 ± 0.61, difficulty coefficient % 37.86 ± 21.69 and the correlation were 0.48. On Radio 3 out of 40 multiple-choice questions, the discrimination coefficient was 0.40 ± 0.02, correlation coefficient % 65.37 ± 17.89 and the correlation was 0.68. In examining ways of Millman. These principles were met in radiology 1 (% 96.75 ± 4.50) and in radiology 2 (% 95.65 ± 5.58) and in radiology 3 (% 29/50 ± 8/12).
Conclusion: It shows that radiology questions 1 and 2 were low discrimination index and difficulty coefficient Radio 1, 2 and 3 was average.
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