1) The study examined the effects of exam question level (low-level vs high-level cognitive skills) on student learning and performance in an introductory biology course. 
2) One section took quizzes and exams consisting of only low-level, fact-based questions, while the other section took assessments consisting of higher-order analysis and application questions. 
3) Both sections then took a final exam with questions testing both low-level recall and high-level analysis skills. Students who took higher-level assessments throughout the course performed better on both types of final exam questions, suggesting testing with higher-order questions promotes deeper conceptual understanding and memory of course content.

Teaching To The Test or Testing To Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding PDF

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