Document Type



School of Nursing and Midwifery, East Africa


While establishing assessment methods as a critical element of quality assurance, one must not lose sight of the intent to measure both expected learning outcomes and intended programme objectives. The achievement of quality assessment is rooted in ensuring that the content and approaches to delivery produce graduates and programmes which are high quality. One of the most common strategies to assessing higher order cognitive domain is via Multiple Choice Questions (MCQs). In this paper we will reflect on a quality assurance effort to ensure that this strategy was appropriate (doing the right thing), necessary (for the right reasons) and sufficient (achieving the desired results) in meeting the requirements. An exemplar of a continuing professional development approach to the constructing, measuring and evaluation of MCQs is provided, which emphasised the imperative of both faculty (peer) and organisational commitment to the process and achieving the desired product of competent and successful graduates.


Journal of Higher Education in Africa