Evaluating the Quality of Multiple-Choice Assessment: Evidence from Bhutan

Abstract

The study explored the quality of multiple-choice items used in written tests in the Postgraduate Diploma Programme at Samtse College of Education, Royal University of Bhutan. Although multiple-choice items are widely used in the programme, their quality and tutors’ understanding of effective item construction have not been systematically examined. This gap is important because poorly constructed items may affect the accuracy, fairness, and effectiveness of assessment. Using a convergent parallel mixed-methods design, quantitative data were obtained through item analysis of MCIs using difficulty and discrimination indices, while qualitative data were collected through semi-structured interviews and document analysis and analysed thematically. The findings showed that participants demonstrated limited understanding of effective multiple-choice item construction. The items also showed low discrimination and limited adherence to prescribed construction principles. The study recommends targeted training to strengthen tutors’ knowledge and skills in writing effective multiple-choice items. The study contributes to assessment literature by linking multiple-choice item quality and educators’ item-writing knowledge to professional development.