Challenging the curve: can ChatGPT-generated MCQs reduce grade inflation in pharmacy education
IntroductionGrade inflation in higher education poses challenges to maintaining academic standards, particularly in pharmacy education, where assessing student competency is crucial. This study investigates the impact of AI-generated multiple-choice questions (MCQs) on exam difficulty and reliabilit...
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Pharmacology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fphar.2025.1516381/full |
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| author | Dalia Almaghaslah |
| author_facet | Dalia Almaghaslah |
| author_sort | Dalia Almaghaslah |
| collection | DOAJ |
| description | IntroductionGrade inflation in higher education poses challenges to maintaining academic standards, particularly in pharmacy education, where assessing student competency is crucial. This study investigates the impact of AI-generated multiple-choice questions (MCQs) on exam difficulty and reliability in a pharmacy management course at a Saudi university.MethodsA quasi-experimental design compared the 2024 midterm exam, featuring ChatGPT-generated MCQs, with the 2023 exam that utilized human-generated questions. Both exams covered identical topics. Exam reliability was assessed using the Kuder-Richardson Formula 20 (KR-20), while difficulty and discrimination indices were analyzed. Statistical tests, including t-tests and chi-square tests, were conducted to compare performance metrics.ResultsThe 2024 exam demonstrated higher reliability (KR-20 = 0.83) compared to the 2023 exam (KR-20 = 0.78). The 2024 exam included a greater proportion of moderate questions (30%) and one difficult question (3.3%), whereas the 2023 exam had 93.3% easy questions. The mean student score was significantly lower in 2024 (17.75 vs. 21.53, p < 0.001), and the discrimination index improved (0.35 vs. 0.25, p = 0.007), indicating enhanced differentiation between students.DiscussionThe findings suggest that AI-generated MCQs contribute to improved exam rigor and a potential reduction in grade inflation. However, careful review of AI-generated content remains essential to ensure alignment with course objectives and accuracy.ConclusionAI tools like ChatGPT offer promising opportunities to enhance assessment integrity and support fairer evaluations in pharmacy education. |
| format | Article |
| id | doaj-art-2bdef97f7e4a4a699cfc5e700d8fdd7e |
| institution | Kabale University |
| issn | 1663-9812 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Pharmacology |
| spelling | doaj-art-2bdef97f7e4a4a699cfc5e700d8fdd7e2025-01-29T05:21:32ZengFrontiers Media S.A.Frontiers in Pharmacology1663-98122025-01-011610.3389/fphar.2025.15163811516381Challenging the curve: can ChatGPT-generated MCQs reduce grade inflation in pharmacy educationDalia AlmaghaslahIntroductionGrade inflation in higher education poses challenges to maintaining academic standards, particularly in pharmacy education, where assessing student competency is crucial. This study investigates the impact of AI-generated multiple-choice questions (MCQs) on exam difficulty and reliability in a pharmacy management course at a Saudi university.MethodsA quasi-experimental design compared the 2024 midterm exam, featuring ChatGPT-generated MCQs, with the 2023 exam that utilized human-generated questions. Both exams covered identical topics. Exam reliability was assessed using the Kuder-Richardson Formula 20 (KR-20), while difficulty and discrimination indices were analyzed. Statistical tests, including t-tests and chi-square tests, were conducted to compare performance metrics.ResultsThe 2024 exam demonstrated higher reliability (KR-20 = 0.83) compared to the 2023 exam (KR-20 = 0.78). The 2024 exam included a greater proportion of moderate questions (30%) and one difficult question (3.3%), whereas the 2023 exam had 93.3% easy questions. The mean student score was significantly lower in 2024 (17.75 vs. 21.53, p < 0.001), and the discrimination index improved (0.35 vs. 0.25, p = 0.007), indicating enhanced differentiation between students.DiscussionThe findings suggest that AI-generated MCQs contribute to improved exam rigor and a potential reduction in grade inflation. However, careful review of AI-generated content remains essential to ensure alignment with course objectives and accuracy.ConclusionAI tools like ChatGPT offer promising opportunities to enhance assessment integrity and support fairer evaluations in pharmacy education.https://www.frontiersin.org/articles/10.3389/fphar.2025.1516381/fullAIChatGPT4MCQpharmacy coursegrade inflationAI-generated MCQs |
| spellingShingle | Dalia Almaghaslah Challenging the curve: can ChatGPT-generated MCQs reduce grade inflation in pharmacy education Frontiers in Pharmacology AI ChatGPT4 MCQ pharmacy course grade inflation AI-generated MCQs |
| title | Challenging the curve: can ChatGPT-generated MCQs reduce grade inflation in pharmacy education |
| title_full | Challenging the curve: can ChatGPT-generated MCQs reduce grade inflation in pharmacy education |
| title_fullStr | Challenging the curve: can ChatGPT-generated MCQs reduce grade inflation in pharmacy education |
| title_full_unstemmed | Challenging the curve: can ChatGPT-generated MCQs reduce grade inflation in pharmacy education |
| title_short | Challenging the curve: can ChatGPT-generated MCQs reduce grade inflation in pharmacy education |
| title_sort | challenging the curve can chatgpt generated mcqs reduce grade inflation in pharmacy education |
| topic | AI ChatGPT4 MCQ pharmacy course grade inflation AI-generated MCQs |
| url | https://www.frontiersin.org/articles/10.3389/fphar.2025.1516381/full |
| work_keys_str_mv | AT daliaalmaghaslah challengingthecurvecanchatgptgeneratedmcqsreducegradeinflationinpharmacyeducation |