Defining Issues Test

Subject area: One domain of morality - moral judgment. Published by the Center for the Study of Ethical Development.

Format: Brief scenario is presented describing a situation requiring moral thought. Various justifications for moral actions are given, with subjects rating the importance (the defining issues) of each action.

Implemented: Periodically since 1994 to incoming freshmen and graduating seniors (both random samples and the entire population). Click here for historical data.

Data summary:

Students at both freshman and senior years primarily identify with a "law and order" orientation, where right and wrong are largely decided upon by existing authorities (political, administrative, theological, etc.), and where there is a clear sense of duty or calling. Such persons emphasize the desire to maintain the existing system and present roles, the importance of rules that are fixed or absolute, the power of authority, and a desire to maintain the social norms.

Such findings are consistent with other studies of Bible colleges, but inconsistent with studies from other institutional types, including Christian liberal arts institutions. Students at these institutions are likely to arrive at college with a "law and order" orientation, but leave with a more developed sense of the necessity of community decision-making, and an appeal to universal ethical principles. Significant growth in moral judgment occurs at NCU, but not to the same degree or in the same fashion as other types of insitutions.

For more information, see Nelson, D. (2000). Multiple methods for analyzing moral judgment development using the Defining Issues Test. Research on Christian Higher Education, 7, 25-43. Also see Nelson, D. (2004). Bible knowledge and moral judgment: Knowing Scripture and using ethical reasoning. Journal of Research on Christian Education, 13(1), 41-60.

For more information, contact the Assessment Coordinator