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An e-assessment strategy, consisting of multiple choice questions (MCQ) within a Moodle learning management system (LMS) was implemented in a higher education institution to assist teachers with the assessment process. Considering that the new procedure induced major changes to the existing assessment, affecting students, teachers and staff, this paper aims to analyse teachers' perceptions through a qualitative study, applying a focus group constituted by senior lecturers who used MCQ tests in their courses. Resulting in the identification of advantages and disadvantages, eliciting improvements and exploring whether MCQ develops and evaluates the same knowledge and skills compared to existing solutions. In sum, the study's main result was the confirmation that e-assessment with MCQ remains reliable in any degree program course, although preferably when combined with another kind of assessment, such as a problem-based group project, which is effective in developing competencies and skills that MCQ are not.
Babo et al. (Mon,) studied this question.