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.
Engelhardt, An introduction to classical test theory as applied to conceptual multiple-choice tests, Getting Started in PER 2 (2009)
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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.