Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding

By Jamie L. Jensen, Mark A. McDaniel, Steven M. Woodard, Tyler A. Kummer. 2014

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Constructing multiple-choice items to measure higher-order thinking (2017, background): “…it has been shown that students who experience assessments demanding higher-order thinking are subsequently more likely to adopt meaningful, holistic approaches to their study, as opposed to engaging in mere surface-level or rote learning techniques (Jensen et al., 2014; Leung, Mok & Wong, 2008).”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “Recent research also indicates that students adjust their learning strategies based on expectancy for different types of tests (Agarwal, D’Antonio, Roediger, McDermott, & McDaniel, 2014; Agarwal & Roediger, 2011; Jensen et al., 2014).”
Deep and surface learning in problem-based learning: a review of the literature (2015, background): “Scouller (1998) and Jensen et al. (2014) demonstrated that students were more likely to employ a deep approach when studying for assignment essays, which they perceived as measuring higher levels of cognitive processing, compared to a multiple choice assessment.”