Skills for Testing Procedures
A part of Dr. Barbee's theory about training is accurately measuring what the student has learned. One of the ways to most appropriately do this is to test in ways which are compatible with the student's style of expression.
Few individuals are equipped to truly give evidence of knowledge before a crowd, particularly on a 'quiz' basis, even more particularly on an impromptu basis. The rating will more likely indicate the level of intimidator/intimidatee, persuasive/non-persuasive, spontaneous/avoiding conflict, stress/non-stress traits in the student.
Every encounter of two or more persons is a 'pecking order' encounter in which each person will cause, find or be put into his or her 'place'. A one-on-one 'quiz' of student knowledge is guaranteed to reflect the intimidator/intimidatee balance between teacher and student or student and teacher. (Intimidation is a non-verbal, non-functional subconscious presence of interpersonal aggression/dominance trait levels which recognize no age, sex or 'personal' qualifications. It can be countered by structured, known, given, accepted, respected accreditation and/or institutional positions, roles and authority.)
Testing via written essays favor those who are motivated in philosophical, literary, intuitive and expressive ways. General concepts are more natural to them than facts, data, technicalities or rigid form.
multiple choice questions favor the 'filing case mind' which, through rote memory of fixed input, can differentiate between choices on the basis of second-guessing the author of the questions. In all other cases, from lesser to greater degrees, the multiple choice options create more options, therefore questions, than answers. Only those in the center of the mental orientation types (top of page 1) will find multiple choices advantageous for revealing their knowledge of a particular subject.
This is very often a gauge of sensitivity to pressure and/or intimidation (impersonal, maybe personal) rather than a test of knowledge. It can often occur that a total expression blockage occurs when time is imposed on test response. Stress is a serious factor in perception and expression. Very few benefit from timed tests; most suffer! Ratings will give evidence to that fact.
Although the environment of graded tests reduces the intimidation and stress factors, it often increases the involvement of the subjective orientation of the teacher (except in mathematical and factual testswhich then favor the analytical, computational, clerical minds over the perceptual, intuitive, impulsive, philosophical, explorative and creative minds).
A test of this sort rests on the unavoidable assumption that the teacher knows the subjective uniqueness of the student and 'scores' success or failure of the potential (i.e. growth of the potential) of that subjective uniqueness. If so, the rating would always indicate the inherent 'drive' of the student toward his or her own destiny. Unfortunately, that includes the impact of social and interpersonal relations and is therefore conditional on a relative basis.