It does not do justice to the affective aspects of moral development.
Pays more attention to the cognitive aspects of moral development, with the affective aspects receiving secondary treatment.
Some critics claim that the use of hypothetical situations skews the results because it measures abstract rather than concrete reasoning. When children (and some adults) are presented with situations out of their immediate experience, they turn to rules they have learned from external authorities for answers, rather than to their own internal voice. Therefore, young children base their answers on rules of "right" and "wrong" they have learned from parents and teachers (Stages 1 and 2 according to Kohlberg's theory).
In general, set expectations of children’s moral development in regard to age.
Classroom Applications Encourage individuals to develop to the next stage of moral reasoning -“moral dilemmas” - equilibration “ What if…?” discussions