Answers are grounded in this paper and cite their sources.
The design and use of a valid and reliable instrument for the assignment of cognitive complexity ratings to chemistry exam items is described in this paper. Use of such an instrument provides a simple method to quantify the cognitive demands of chemistry exam items. Instrument validity was established in two different ways: statistically significant correlations between expert-based cognitive complexity ratings and student performance (as measured through statistical difficulty of items), and statistically significant correlations between expert-based cognitive complexity ratings and student mental effort ratings. Key benefits associated with instrument use include an enhanced understanding of the cognitive complexity of chemistry assessment tasks and as a means for characterizing exam content for the measurement of cognitive development.
No takes yet. Share an insight, caveat, or question.
Knaus et al. (2011) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: