Tuval Raz

That is, we measured them at the beginning and at the end of the semester.

And we actually saw that those who at the beginning of the semester asked the more complex questions had poorer grades.

whilst those who asked the more complex questions at the end of the semester had better grades.

And what we learn from this, or at least what I theorize, is if at the beginning you're asking these complex questions, but you don't really know anything about the material, you're probably overthinking it.

You're complicating, maybe you think you know what the subject is about, whilst at the end, this shows a mastery of the subject.

You're asking complex questions because you've learned something.

So I think it's not, you can't say that a complex question is a better question unless it's after you've already learned something and mastered it.

I think I want them to know that they should sort of move away a bit from these standardized tests.

They usually only measure one concept of creative thinking, which is called convergent thinking.

That is one correct answer, you're sort of converging.

But a big part of creativity is called divergent thinking.

The opposite, where you're raising all sorts of ideas.

And these standardized tests, which sort of narrow your focus into one concept, you lose a lot of this creative thinking.

So I know that it's harder and a lot of professors complain that it's very hard to grade or to devise these open-ended tasks.

But I think at least 50% of your grade should be open-ended.

And then you could sort of tap into these two abilities and hopefully inspire creative learners and not just these robots who know how to choose an answer.

But then, I mean, if you think about it, David,

Life is open-ended.

I mean, usually you don't have one correct answer.

It's pretty rare.