In a 2014 paper in "Theory and Research in Education," Howard Curzer and colleagues critique the Defining Issues Test of moral judgment development according to eight criteria that are described as difficulties any measure of educational outcomes must address. This article highlights how Curzer et al. do not consult existing empirical…

Critics of moral judgment measures question whether the obtained pattern of relationships between moral judgment scores and outcome variables might be better explained by verbal/general ability. To address this concern, we assess the degree to which moral judgment development reduces to verbal ability using the Defining Issues Test (DIT). Our…

Analysis of scholastic test information and scores on the Defining Issues Test (DIT) of moral judgment for 122 eighth graders found a wide variation in DIT scores among high cognitive ability subjects, but no high scores among low ability subjects, suggesting that high cognitive ability is necessary but not sufficient for high moral judgment. (DB)

Discusses three core moral judgement ideas: (1) modern schema theory, (2) automatic decision-making frequency, and (3) implicit processes as the default mode of human information processing. Compares the Defining Issues Test (measures the beginnings of moral judgement) and the Lawrence Kohlberg Moral Judgement Interview (measures the highest level…

Reviews studies examining differences in moral schema development, using techniques that range from measuring implicit knowledge (such as the defining issues test) and explicit knowledge (such as with the moral judgment interview). Finds significant differences in the comprehension of moral narratives based on age/education and level of expertise.…