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.. Objectives: To find out the students perception on using multiple choice questions as a classroom assessment technique. Study Design: Cross sectional Study. Setting: University of Hail, Saudi Arabia. Period: 6 months from January 2018 to June 2018. Material & Methods: At the end of each scheduled class, students are provided with four MCQ’s on the same topic which was delivered in the lecture and 3 minutes were given to solve the MCQ’s. Data was collected from 4th and 6th year MBBS students. A self-structured questionnaire regarding class assessment techniques was also administered, after completion of Surgery and Clinical Skill module. Results: Out of 80 MBBS students, 50% were selected from 4th year and 6th year respectively. Response of most of the students were positive 59 (73.8%) in classroom assessment techniques effects on student discipline. Majority of the student’s 70 (87.5%) respond positive effects on student’s interest to subject and 64 (80%) reported positive effects on student’s assessment. Suggestion about participating classroom assessment technique were found to be positive in 61 (76.2%). Data was analysed by using SPSS version 20. Conclusion: Student’s perception on using multiple choice questions as a classroom assessment technique was found to be more positive.

Student perception regarding using of MCQ’s (multiple choice questions) as a classroom assessment technique.