Domain Testing: Divide and Conquer - Testing Education

designed to cater to specific instructional objectives. Dick et al. (2001)
have reiterated that the terms “objectives-referenced” and “criterion-
referenced” are one and the same, except that “objectives-referenced” is
more specific in tying the assessment items back to the stated
performance objectives. Objectives-referenced and criterion-referenced
testing are useful mostly for formative evaluation (Worthen et al.,
1997).
• Domain-Referenced Testing: In domain-referenced tests, the test items
are designed to test the learners’ knowledge and mastery of a domain of
content.
I have used objectives-referenced testing strategy in my training, which is
categorized under the objectives-oriented evaluation approach. I have used this
approach for the reasons previously mentioned.
3.04.02.02 Attitude/Behavior Assessment
Attitudes, particularly behavioral outcomes of instruction, need to be studied
because they not only show how effective the instruction has been, but they also
enable the instructor to receive corrective feedback from learners in the form of
criticism or suggestions that might help improve future instruction (Morrison et al.,
2004). Questionnaires, surveys and interviews are some of the techniques described
in the literature to assess learners’ attitudes. Attitudes as a learning outcome have
been discussed previously in section 3.02.05.
Questionnaires: According to Worthen et al. (1997), “Questionnaires (sometimes
referred to as ‘surveys’) may be developed to measure attitudes, opinions, behavior,
life circumstances (income, family size, housing conditions, etc.) or other issues”
(p. 353). Jonassen et al. (1999) have stated that questionnaires, called survey
questionnaires, might be used during the instructional analysis phase of
60