000			01718nam a22001937a 4500
005			20240301160441.0
008			240301b ||||| |||| 00| 0 eng d
022			_a0973-5208
100			_aL, Saranraj
245			_aA comparative study on the effect of Difficulty Index and Discrimination Index in Formative Assessment (MCQs) in Technical English Course (Journal Article)
260			_aChennai _b: English Language Teachers' Association of India _c, 2023
300			_a23-30p.
440			_aJournal of English Language Teaching _v, Volume 65 Number 1 : January - February 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: This study perceived the impact of Difficulty Index and Discrimination Index in Formative Assessment (MCQs) in Technical English Course and was carried out amongst 99 first year technical students from Tamil Nadu. Moreover, it is a comparative study thus two groups were formed Group-A (54 students) and Group-B (45 students). On the whole, 30 Multiple Choice Questions (MCQs) were chosen from Technical English course for this study. The result showed that majority of the items were acceptable in discrimination index in both groups (A&B), on the other hand, difficulty index was relatively tough to group B than group A students. On the whole, difficulty and discrimination index were inevitable to validate the question papers in recent days, because it helped to identify inappropriate questions and modify poor questions.
650			_aFormative Assessment | Difficulty Index | Discrimination Index | Technical Students | Range
856			_uhttps://journals.eltai.in/index.php/jelt/article/view/JELT650104
942			_cPER
999			_c45443 _d45442