Evaluating the Capacity of Biology Multiple-Choice Questions to Assess Higher-order Thinking Skills in Secondary Schools: A Case Study of Ruhango District, Rwanda

Dushimimana Emmanuel and Jean de Dieu Habiyaremye
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS),
College of Education, University of Rwanda
Email: emmadushi1986@gmail.com

Abstract: In Rwanda, the Competence-Based Curriculum (CBC) requires classroom assessment to measure Higher-Order Thinking Skills (HOTS), yet doubts persist about the capacity of Multiple-Choice Questions (MCQs) to assess HOTS in Biology. This study evaluated the extent to which Biology MCQs used in secondary schools in Ruhango District, Rwanda, assess HOTS, examined teachers’ knowledge, perceptions, and practices regarding HOTS-oriented MCQs, and identified factors influencing their design. A convergent mixed-methods case study design was adopted. Data were drawn from document analysis of 681 Biology MCQs sampled from ten secondary schools, questionnaires administered to 16 Biology teachers, and semi-structured interviews with 16 school leaders (7 Directors of Studies and 9 Headteachers). Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically. Findings showed that 98.7% of MCQs assessed Lower-Order Thinking Skills, while only 1.3% assessed HOTS, and no item assessed creating. Teachers demonstrated adequate theoretical knowledge of HOTS but limited confidence in constructing HOTS-oriented items, constrained by inadequate training, large classes, limited resources, and time pressure. The study concludes that Biology MCQs in Ruhango District do not adequately reflect CBC expectations and recommends targeted teacher training, resource provision, and assessment moderation to strengthen HOTS assessment.