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