Engaging cognitive reflection in exam-like situations

Joss Ives; Jared Stang

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Engaging cognitive reflection in exam-like situations

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Description: We are investigating the effectiveness of two different interventions designed to improve performance on multiple-choice exam questions by engaging student in cognitive reflection. These interventions (1) ask students to explain their answer after answering a short-answer question, or (2) pair questions together for concepts that students frequently confuse for each other. Question design uses the heuristic-analytic theory of reasoning, a dual-processing account of reasoning.

License: CC-By Attribution 4.0 International

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