Higher question-asking originality and complexity were negatively correlated with closed-ended multiple-choice exam performance¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Closed-ended exam scores correlated negatively with DS-AQT originality and complexity at Time 1 and AQT originality and complexity at Time 2 (e.g., r = -.42). → Tuval Raz & Yoed N. Kenett 2026 q3 i? In hierarchical regression, Time 1 AQT complexity and Time 2 AQT originality and fluency were significant negative predictors of exam performance. → Tuval Raz & Yoed N. Kenett 2026 (2)

Evidence¶

Tuval Raz & Yoed N. Kenett 2026¶

Tuval Raz & Yoed N. Kenett. (2026). Knowledge Reshapes Inquiry: Changes in Question Asking Ability and its Impact on Academic Assessment. npj Science of Learning. https://doi.org/10.1038/s41539-026-00402-0

q3 · i3 · associational · r1

Pearson correlation analysis at both time points in the longitudinal course study shows exam scores correlated negatively with four question-asking measures, strongest being AQT originality at Time 2, r = -.42, p < .001.

"closed-ended assessment scores correlated negatively with DS-AQT originality at Time 1, r = -.26, p = .038; DS-AQT complexity at Time 1, r = -.3, p = .02; AQT originality at Time 2, r = -.42, p < .001; and AQT complexity at Time 2, r = -.40, p < .001"

Tuval Raz & Yoed N. Kenett 2026 (2)¶

Tuval Raz & Yoed N. Kenett. (2026). Knowledge Reshapes Inquiry: Changes in Question Asking Ability and its Impact on Academic Assessment. npj Science of Learning. https://doi.org/10.1038/s41539-026-00402-0

q3 · i? · associational · r2

Hierarchical multiple regression on exam scores: Time 2 predictors raised total explained variance to 52.5% (ΔR² = .30). Negative unstandardized B coefficients are printed; no standardized effect size reported.

"In the final model, Time 1 AQT complexity (B = -14.13, p = .038), Time 2 AQT originality (B = -11.07, p = .006) and Time 2 AQT fluency (B = -1.56, p < .001) were significant negative predictors of exam performance."

Discussion¶

Learner Variables¶

• Creativity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Domain-specific question-asking fluency, originality, and complexity significantly increased over a semester of domain knowledge acquisition — related
• Question-asking originality and complexity positively correlated with open-ended group project performance, while fluency measures correlated negatively — related
• Predictors of open-ended project performance showed a temporal reversal: early-semester DS-AQT complexity negatively predicted project performance while end-of-semester DS-AQT complexity positively predicted it — related
• Students' activity within Lab4CE correlates positively with their learning achievement (r = 0.41, p = .002) — related