Question designing should be brain-friendly cue based
Why question designing should be brain-friendly and cue based?
Evidence:
Applying Science of Learning in Education (Society for the Teaching of Psychology)
We make up stories, Memory is reconstructive not reproductive
Reference Video
https://www.ibiology.org/neuroscience/what-we-think-we-become/
Examples of cue based questions and without cue based questions:
https://technoperiod.blogspot.in/2017/02/cbse-and-other-boards-all-about-rote.html
At present our education system asks to reproduce the text and problems of books. Our education system should value the limitations of our brains and should be reconstructive.
Books can also be cue based or reconstructive that encourages learning with growth mindset.
Chemistry Concepts and Learning by Clifford C. Houk and Richard Post
Cues can also be given during retrieval practice or formative assessment, but after students have made enough effort for retrieval. Using retrieval practice or questions with changing the cues or context will make memory context-free and take care of cue-dependent forgetting.
Cue-dependent forgetting, or retrieval failure, is the failure to recall information without memory cues. The term either pertains to semantic cues, state-dependent cues or context-dependent cues.
-- Wikipedia
https://github.com/amiyatulu/flashcard
Boosting Metacognition through In-Class Assessments
http://www.improvewithmetacognition.com/boosting-metacognition-through-in-class-assessments/
Take another example of the designing question:
Why are Mn2+ compounds more stable than Fe2+ towards oxidation to their +3 state?
Why are Mn2+ compounds more stable than Fe2+ towards oxidation to their +3 state? Answer using the periodic table.
The purpose of the first question is to check rote memorization of the periodic table, as well understanding about the stability of half filled orbitals.
But the second question checks your understanding, without the need to rote memorize the periodic table.
What if the student could solve the second question, not the first one. Does he/she is less knowledgeable or bad problem solver than the student who could solve the first question?