TAs perceive context-rich problems as overly challenging and multiple-choice questions as suited only for high-stakes testing, overlooking their potential for formative assessment and deeper learning.
Henderson et al., Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience, Proc
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Physics teaching assistants' views of different types of introductory problems: Challenge of perceiving the instructional benefits of context-rich and multiple-choice problems
TAs perceive context-rich problems as overly challenging and multiple-choice questions as suited only for high-stakes testing, overlooking their potential for formative assessment and deeper learning.