Revisiting assertion-reason question format: Case of information security course

Abstract

Technology enhanced learning is shaping the face of teaching and learning in innovative way more than ever before. A number of higher education institutions, especially in sub-Sahara Africa are fast-tracking the adoption of blended learning with renewed focus on web-based learning. The pressure on lecturers/faculties to deliver keeps increasing. In the area of assessment, multiple-choice-questions have hold sway and are de-facto where psychometric and validity is of the essence. Assertion-reason questions types, the higher-order variant of multiple choice questions, have not received the same level of adoption and scrutiny. This paper by revisiting Williams (2006) contributes to discourse on assertion-reason questions types. It contributes to the body of knowledge in the domain of information security training and summative assessment. The paper affirms that assertion-reason questions are indeed challenging, and aligns to learning outcome for an information security course, as well as contribute to aspects of sustainable assessment.