This study aims to prove the quality and effectiveness of Multiple-Choice Questions (MCQ) based assessments in Mathematics course offered in School of Foundation Studies (SoFS) at National University Science and Technology, Oman. The General Foundation Program (GFP) Oman at SoFS prepares the students prior to undergraduate studies. For Mathematics course, SoFS follows the outline suggested by Oman Academic Standards for GFP set by National Quality Plan (OAAAQA – General Foundation Programme Accreditation, n.d.).  However, Oman Academic Standards does not specify any assessment strategies for the course, each Higher Education Institutions (HEI’s)decides their own. Inconsistency in measuring all the Learning Outcomes (LO’s) of Mathematical courses was observed during the descriptive assessments over the past 10 years triggered in replacing the assessments with MCQ.  As a result, an integrated assessment with the combination of descriptive and MCQ was introduced, and a comparative study was conducted. Based on the outcomes, later the assessment was completely replaced with MCQ. Detailed analysis of the results of the cohorts in both Spring and Fall semesters of the academic year 2022-2023 & Fall semester of academic year 2023- 2024 has been done for around 425 students in each semester. The study was conducted with the help of statistical approach and conclusions. Using the tools, Cronbach Alpha, Standard Deviation and Coefficient of Variation, the study proved reliability of MCQ assessment in measuring all the proposed LO’s by Oman Academic Standards by emphasizing the chances of student critical thinking. This study emphasizes having MCQ in any form of Mathematics assessments and proves the consistency and reliability of MCQ based assessment over Descriptive.

Keywords: Reliability of Multiple-Choice Questions (MCQ), Mathematics Assessment, General Foundation Program (GFP)Oman, Cronbach Alpha, Standard Deviation, Coefficient of Variation,

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