Objective: To devise a guide for faculty to interpret Psychometric Analysis of MCQs followed by its assessment. Study Design: Across-sectional study. Place and Duration of Study: Shifa College of Medicine, Islamabad, from January to July 2009. Methodology: Asimplified interpretation guide comprising of a visual format and an interpretive summary was designed for faculty members to help them understand the item analysis of the MCQs in an uncomplicated way. Afeedback from the faculty was obtained after administration to see the results. Results: Eighty five percent of course coordinators (n=14) agreed that they could understand the MCQ analysis. Eight percent (n=3) faculty strongly, while 82% (n=13) agreed that analysis is helping them to refine the process of MCQ making. Forty five percent (n=7) faculty agreed that analysis of MCQ was helpful in identifying knowledge gaps in students. All the course coordinators agreed that they found the revised format easy to understand. Conclusion: The faculty found the interpretation guide for MCQs user-friendly and helpful.