True/ False questions should not be used for graded assessment because:
- you will never know whether your learners have achieved the target learning outcome (LO) measured by these techniques.
- student may use reasoning skills to answer them correctly while in fact they have not achieved that learning.
- it is a mistake to promote students or trainees on basis of doubtful assessments even if using few True/False questions.
How should we use True/ False questions then?
They should be used as part of unmonitored and ungraded formative (not outcome) assessments because they:
- guide learners to revisit the content to actually know the right answer even if they ticked the correct option.
- engage learners through interacting with the course content.
- do not bear scores so the risk of crediting learners who have not achieved the LOs is not an issue.
- allow learners to correct the course and outcome of learning without detrimental consequences.
- cover a wide range of content.
- are auto corrected, which provides immediate feedback to the learner.
- save instructors’ time as learners experiment with them as many times as they wish.
- trigger discovery learning when linking both correct and wrong answers to hyper media (learning tracks).