Imagine you are a teacher who wants students to use effective information processing strategies as they study classroom subject matter. You consider what educational psychologists have learned about the effects of classroom assessment tasks on learning, and you conclude that you should:

Question

A) Not give paper-pencil tests at all.
B) Ask many short questions rather than a few lengthy ones.
C) Give assessment tasks that require meaningful understanding of the material.
D) Assess students' rote knowledge of the material first, then ask higher-level questions about the material in a subsequent assessment.

Answer 1

C