Resumo

ORTIZ ROMERO, Gemma Margarita et al. Difficulty and discrimination of the items of the exams of Research Methodology and Statistics. Rev EDUMECENTRO [online]. 2015, vol.7, n.2, pp.19-35. ISSN 2077-2874.

Background: the evaluation of learning is an inherent process of the development of the educational-teaching process that allows its regulation and feedback. Objective: to value the behavior of the index of difficulty and the discrimination coefficient in the items of the final exam of the subject Research Methodology and Statistics. Methods: it was carried out an educational research work in Holguín University of Medical Sciences during the academic year 2010-2011. The study universe was constituted by the total of ordinary final exams of the subject Research Methodology and Statistics, on purposive sampling 276 exams were selected. There were used as theoretical method: analysis-synthesis and induction-deduction, and empiric ones: documental analysis, the survey in interview form was applied to six key informants. The correspondence between the duration of the exam and the quantity of items explored in the exam was analyzed, it was calculated the index of difficulty and the coefficient of correlation of the difficulty level of the items exam. Results: it was evidenced the non correspondence between the time dedicated to each topic and the quantity of explored items, the quantity of easy items overcame the expected percent lightly. There were discriminated in an excellent way most of the items. Conclusions: the valuation of the applied indicators demonstrated prevalence of the items of average difficulty and excellent discriminatory power. The items that were not discriminated in an appropriate way coincided with those classified as easy, with difficulties in their elaboration and reproductive level of assimilation.

Palavras-chave : Educational measurement; learning; methodology.

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