Are all multiple choice tests evil?

For Dick and Carey, the answer is clearly, No.” At the same time, they do not avoid more difficult types of assessments involving the measurement of performance or attitude. The mapping of assessment type to domain was obvious as soon as I read it but it helped clarify several aspects for my ILM:

  • verbal domain — objective
  • intellectual domain — objective or product
  • attitudinalĀ  — observe (or ask learner to state preference)
  • psychomotor — performance (product)

Although it was mentioned, I feel that post-tests should have been emphasized as a “grade” for the designer as much as for the learner (at least until the instruction has been used by a significant number of learners). I also wondered why weighting wasn’t specifically discussed as a means of discriminating among critical and secondary objectives.

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