It is equally wrong to conduct instruction on the memory level in order to save higher-level questions for an examination. The best way to avoid these errors is to compose examination questions and instructional questions at the same time and make a determined effort to keep them parallel. As with any idea in education, a special concern for questions poses certain dangers. They become so intrigued with sending students through intellectual labyrinths that they neglect fundamental knowledge. They may tend to cater to the capacities of superior students.
Simple questions designed for slow learners are just as necessary as complex ones in all categories.
Subjective questions are important and have a challenge of their own, but should be mixed with a liberal number of objective ones. There is satisfaction in giving the one right answer to an objective question and being told the response is correct. New York Harper and Row.