
Many esteemed critics over the years have pointed out that multiple-choice tests are a poor instrument for motivating learning, for instilling an appreciation for complexity, or for accurately testing what one actually learned. They encourage “teaching to the test” and “learning to the test,” especially in our post-2002 No Child Left Behind world where public school teachers can be penalized and schools closed if kids don’t do well on such tests. However, until another system addresses the key attributes of standardization and automation, school life will continue to be governed, preschool to professional school, by EOGs, SATs, ACTs, GREs, LSATs, M-CATs and the like. Read more...