problem solving online quiz

Past Contests, Solutions and Results

Problems, Solutions and Results from previous years can be found in the table below. These resources can be used by students to review and attempt past contests to gain a better understanding of the contest format and level of difficulty. Educators can use these resources to help their students prepare for contests or draw inspiration from some of these questions to create teaching materials, lesson plans or quizzes.

Below you will find resources from the last 10 years.

For the Gauss , Pascal, Cayley, and Fermat Contests, the CEMC Problem Set Generator can be used to create sets of past problems with customized topics. 

Online Programs

Ap® physics 1 (intensive, ncaa approved).

• Advanced CTY-Level
• Session-Based
• Science and Engineering

Explore the concepts and methods of physical analysis in AP Physics 1, with a particular focus on classical mechanics. You’ll build and understand the ability to reason qualitatively and quantitatively, with your instructor there as a resource. You’ll spend instructional time engaging with the textbook, online lectures, simulations, discussions, hands-on labs (constituting 25% of instructional time), problem-solving screencasts, homework problems, a final project, and tests/exams. This course has synchronous virtual class meetings and is equivalent to a first-semester college course in algebra-based physics. Because it’s so demanding and requires a substantial time commitment, this course should not be combined with other CTY courses during a session.

Meeting times:  After the course begins, class meeting times will be set to match the availability and preferences of enrolled students.

Time Commitment: 12-16 hours per week (1-hour optional meeting, 12-15 hours of independent work).  

Course Overview

What we'll do

To learn and apply Advanced Physics content, the course includes short videos, an online textbook, practice problems, hands-on labs completed from a lab kit, discussions, unit tests, comprehensive exams, and a final project. Your instructor will provide detailed feedback on written assignments.

What we’ll learn

• Objects and systems have properties such as mass, charge, and those systems may have internal structure
• The interactions of an object with other objects can be described by forces and fields
• Interactions between systems can result in changes to those systems
• Changes that occur as a result of interactions are constrained by conservation laws
• Waves can transfer energy and momentum from one location to another without the permanent transfer of mass, and serve as a mathematical model for the description of other phenomena

By the end of this course, you will be able to:

• Calculate system properties and behaviors, such as mass and charge, by using fundamental laws and equations
• Construct models and predict the interactions of objects in terms of forces and fields
• Analyze physical phenomena involving changes in matter and energy using laws of conservation
• Develop quantitative and qualitative representations and models of wave motion to analyze the concepts of energy transfer and momentum
• Analyze experimental data and synthesize the results using narrative, mathematical, and graphical representations

How we'll measure learning

Students will be assessed during each unit using practice problems, discussions, hands-on laboratory experiments with written lab reports, and a unit test. There will also be comprehensive exams composed of questions modeled after AP exam questions. Instructors grade all assignments with rubrics and answer keys and provide detailed feedback. This course is aligned to College Board standards for AP Physics 1, as well as the related Next Generation Science Standards for High School Physical Science.

This course is

Register for an Online course by selecting an open class below. If no open classes are listed, then course enrollment is currently closed. Note: You will need to have an active CTY Account to complete registration through MyCTY

This course is not open for enrollment at this time. Please check back later.

Testing and Prerequisites

Students must achieve qualifying scores on an advanced assessment to be eligible for CTY programs. If you don’t have qualifying scores, you have several different testing options. We’ll help you find the right option for your situation.

Course Prerequisites

1 prerequisite

Successful completion of Trigonometry

Cost and Financial Aid

Application fee.

• Nonrefundable Application Fee - $15 (Waived for financial aid applicants)
• Nonrefundable International Fee - $20 (outside US only)

Financial Aid

We have concluded our financial aid application review process for Academic Year 2023-2024 Online Programs (Courses with start dates July 1, 2023-June 30, 2024). Our application for Academic Year 2024-2025 Online Programs is expected to open in January. We encourage those who may need assistance in the future to apply for aid as early as possible.

Course Materials

Please acquire all course materials by the course start date, unless noted as perishable. Items marked as “perishable” should not be acquired until the student needs them in the course . If you have questions about these materials or difficulty locating them, please contact [email protected] .  

AP Physics 1 - Course Materials

Technical Requirements

This course requires a computer with high-speed Internet access and an up-to-date web browser such as Chrome or Firefox. You must be able to communicate with the instructor via email. Visit the Technical Requirements and Support page for more details.

This course uses a virtual classroom for instructor-student communication. The classroom works on standard computers with the Zoom desktop client , and on tablets or handhelds that support the Zoom Mobile app . Recorded meetings can only be viewed on a computer with the Zoom desktop client installed. The Zoom desktop client and Zoom Mobile App are both free to download.

Most course lectures may be viewed on mobile devices, but some assignments and quizzes must be completed on a desktop or laptop computer.

This course uses Respondus LockDown Browser proctoring software for designated assessments. LockDown Browser is a client application that is installed to a local computer. Visit the Respondus website for system requirements .

Terms & Conditions

Courses may include videos from the web. Recommendations or links at the end of videos are provided by the video host and are not CTY recommendations. 

Virtual class meetings may be recorded for students to review.

You will need to create an account on a third-party site to access course resources.

About Science and Engineering at CTY

Our Science and Engineering courses bring a variety of science topics to life. By introducing topics not covered in standard science curricula, we build and reinforce your science knowledge. All courses support critical thinking, problem solving, and reasoning, and encourage a real-life, hands-on approach to learning about Earth, space, life sciences, chemistry, and the physical world. Guided by expert CTY science educators, you’ll master science lab kits, perform hands-on experiments using common household objects, participate in dynamic group discussions, or prepare for AP exams.

Newly revised Honors Physics course

Our completely redesigned  Honors Physics course features new lessons, conceptual and problem-solving videos, and guiding questions that teach students how to solve each type of problem. Hands-on exploration activities challenge students to solve everyday physics problems from how giant cruise ships stay afloat to how to ship fragile packages without them breaking. Putting their physics knowledge to the test, students compete in our catapult design competition for Furthest Launch and Creative Design awards.

More engaging science enrichment courses!

In the newly revised  Inventions in Engineering  course, students bring fantasy into reality by creating inventions to solve the problems of favorite fictional characters and the real world alike. A new unit in Introduction to Forensics asks students to evaluate the validity of various kinds of forensic evidence and its impact on the lives of individuals, and to provide recommendations on which types of forensic evidence should be admissible in the criminal justice system. In Household Chemistry , students engage in newly revised activities that help develop their skills in making and recording detailed observations using all 5 senses as they explore states of matter and the role chemistry plays in their daily lives.

Meet our Science and Engineering Instructors

One of the joys of teaching science is encouraging students to observe closely the world around them. I enjoy when students start to think critically about how everything in the natural world interacts with everything else, and how they can apply what they have learned in class to real life.

Keith Gallinelli

Science and Engineering Instructor

I am amazed at the level of tenacity of my students and am inspired by their quest to learn beyond walls and defined standards. They inspire me to learn more about our dynamic scientific world for continuous growth of their eager minds.

Tamica Stubbs

I try to teach less and make students think more so they can come up with their own answers coupled with a better, deeper understanding of the subject matter.

• DOI: 10.52902/kjsc.2024.28.121
• Corpus ID: 269039411

Correlation between Communication Competence, Problem-Solving Skills, Clinical Competence, and Critical Thinking Competence on Person-Centered Care Competence of Nursing Students in who Experienced Clinical Practice

• Mi Young Moon
• Published in Forum of Public Safety and… 30 March 2024
• Education, Medicine

Related Papers

Showing 1 through 3 of 0 Related Papers

Effects of decision-based learning on student performance in introductory physics: The mediating roles of cognitive load and self-testing

• Open access
• Published: 29 August 2024

Cite this article

You have full access to this open access article

• Soojeong Jeong   ORCID: orcid.org/0000-0001-8476-2501 1 ,
• Justin Rague 2 ,
• Kaylee Litson 3 ,
• David F. Feldon 4 ,
• M. Jeannette Lawler 5 &
• Kenneth Plummer 6  

DBL is a novel pedagogical approach intended to improve students’ conditional knowledge and problem-solving skills by exposing them to a sequence of branching learning decisions. The DBL software provided students with ample opportunities to engage in the expert decision-making processes involved in complex problem-solving and to receive just-in-time instruction and scaffolds at each decision point. The purpose of this study was to examine the effects of decision-based learning (DBL) on undergraduate students’ learning performance in introductory physics courses as well as the mediating roles of cognitive load and self-testing for such effects. We used a quasi-experimental posttest design across two sections of an online introductory physics course including a total N  = 390 participants. Contrary to our initial hypothesis, DBL instruction did not have a direct effect on cognitive load and had no indirect effect on student performance through cognitive load. Results also indicated that while DBL did not directly impact students’ physics performance, self-testing positively mediated the relationship between DBL and student performance. Our findings underscore the importance of students’ use of self-testing which plays a crucial role when engaging with DBL as it can influence effort input towards the domain task and thereby optimize learning performance.

Explore related subjects

• Artificial Intelligence
• Digital Education and Educational Technology

Avoid common mistakes on your manuscript.

1 Introduction

Students’ experience and performance in introductory STEM (science, technology, engineering, and mathematics) courses have been identified as one of the most influential factors on STEM major attrition in college (Hunter, 2019 ; Seymour & Hewitt, 1997 ; Watkins & Mazur, 2013 ). Many students perceive these introductory courses as a difficult hurdle, because they deal with a variety of complex concepts and quantitative problem-solving skills (Ornek et al., 2008 ), which highlights the need for adequate instruction. However, current instructional practices remain largely lecture-based, thematic approaches and thus are limited in their ability to help students understand the relevance of complex concepts and the abstract relationships between these concepts in various problem-solving situations (Plummer et al., 2020 ).

Decision-based learning (DBL) is a novel pedagogical approach that organizes instruction around the decision-making processes of experts during complex problem-solving (Plummer et al., 2020 ; Sansom et al., 2019 ). In DBL, students are exposed to a sequence of learning decisions in which the result of each decision depends upon the level of prior knowledge and the previous decision, resulting in an observable decision tree. This decision tree allows students to make important connections between salient features of a problem and the conditions under which to execute beneficial schema patterns to solve problems effectively (Plummer et al., 2020 ; Sansom et al., 2019 ). However, few studies have investigated the effects of DBL in college STEM classrooms (e.g., Sansom et al., 2019 ).

To better understand mechanisms underlying the effects of DBL on student learning and performance, it is also imperative to consider other factors that may be associated with the pathway from DBL to student outcomes. For example, cognitive load—defined as the mental resources devoted to completing a task (Sweller, 1988 )—can be hypothesized as a mediating factor for DBL effects since students are exposed to isolated steps intended to increase the proportion of information processing of salient problem-solving features (Plummer et al., 2020 ). Within the DBL framework, students are expected to experience less extraneous cognitive load, which may lead to more effective and efficient learning as discussed in several previous studies on DBL (e.g., Plummer et al., 2020 ). However, this claim has not previously been empirically tested.

In addition, self-testing is a special form of self-monitoring, defined as “deliberate attention to some aspect of one’s behavior” (Schunk, 1983 , p. 89). Self-testing is a well-documented self-regulatory strategy (Boekaerts, 1996 ; Schunk, 1983 ; Zimmerman, 1990 ), which may also play an important role in mediating the relationships of DBL to cognitive load and learning performance. For instance, if DBL reduces cognitive load, this may leave students more cognitive capacity for using effective learning strategies to regulate their own learning process (e.g., self-monitoring through practice quizzes) and thereby increase the likelihood of successful learning (de Jong & Ferguson-Hessler, 1986 ; Seufert, 2018 ). The relationship between self-regulated learning and cognitive load has been receiving much attention recently, but empirical investigations on this issue are just emerging (Seufert, 2018 ).

Using a path analysis mediation framework, the present study examined the effects of DBL instruction on student performance in introductory physics, while considering cognitive load and self-testing as potential mediators.

2 Literature review and hypothesis development

2.1 decision-based learning (dbl).

Decision-based learning (DBL; Plummer et al., 2020 ) is a novel instructional practice focused on developing conditional knowledge (i.e., knowing under which circumstances to deploy a given strategy during problem solving) to help promote student problem-solving skills. DBL posits that instructors, as experts in their domain, often fail to provide adequate instructional explanations to their students, who are novices in the field, due to a phenomenon called ‘the expert blind spot’ (Feldon, 2007 ; Plummer et al., 2020 ; Swan et al., 2020 ). That is, experts acquire automaticity for their skills through extensive practice, which allows them to perform those skills unconsciously and effortlessly (Nathan & Petrosino, 2003 ). As a result, experts often cannot view problem-solving processes from a novice’s perspective and thus omit critical information or procedures when describing their processes, which can hinder student learning (Hinds et al., 2001 ; Zhu et al., 1996 ; Walsh, 2007 ; Gobet, 2005 ). To overcome the expert blind spot, DBL unpacks experts’ decision-making processes during complex problem-solving, also called an expert decision model , and structures instruction around the decision model (Cardenas et al., 2020 ; Plummer et al., 2020 ).

DBL also posits that experts’ automated skills are largely based on their abundant repertoire of conditionalized knowledge (Cardenas et al., 2020 ; Plummer et al., 2020 ; de Jong & Ferguson-Hessler, 1986 ; Frederiksen, 1984 ). Experts process a vast body of conceptual and procedural knowledge, but, more importantly, they know when and under what conditions their conceptual and procedural knowledge applies to solving problems (Amolloh et al., 2018 ; Lorch et al., 1993 ; Swan et al., 2020 ; Swan, 2021 ). However, conventional instruction, which often relies heavily on lectures and assigned readings, tends to focus largely on conceptual and procedural knowledge with less emphasis on conditional knowledge (Swan et al., 2020 ; Swan, 2021 ). In contrast, the primary focus of DBL is to make conditional knowledge explicit in instruction. DBL guides students through experts’ decisions, allowing them to recognize the conditions that dictate when and why such decisions are made (Plummer et al., 2022 ).

One of the teaching methods known to enhance students’ problem-solving skills is problem-based learning (PBL) (Hmelo-Silver, 2004 ). Both DBL and PBL share foundational similarities but differ significantly in their instructional approaches. DBL provides a structured decision model that systematically guides students through the necessary conditions for making informed decisions. In contrast, PBL allows a relatively higher degree of exploration, letting students discover what they need to know to solve problems with less initial guidance. This greater reliance on exploration in PBL can sometimes impose an unnecessary cognitive load on students, resulting in less effective learning outcomes (Kirschner et al., 2006 ). Conversely, the highly structured scaffold in DBL can help students not only understand what decisions to make but also the specific conditions under which various decisions would be appropriate, offering more direct and stepwise guidance compared to PBL’s more open-ended exploration. However, DBL and PBL are not entirely opposite or competing methods; instead, they can complement each other (Plummer et al., 2022 ). Fischer et al. ( 2021 ) argue that the effects of DBL instruction may be enhanced when followed by PBL activities.

While the implementation of DBL is still in its infancy, studies have provided promising initial evidence of the effects of DBL on student learning (e.g., Pixton, 2023 ; Plummer et al., 2020 , 2022 ; Sansom et al., 2019 ; Tesseyman et al., 2023 ; Vogeler et al., 2022 ). Sansom et al. ( 2019 ), for instance, examined whether DBL instruction helped improve undergraduate students’ performance on heat and enthalpy problems in a general chemistry course and found that students who were taught with DBL performed significantly better than their peers who received business-as-usual instruction. Additionally, their survey findings indicated that the majority of students perceived that using DBL helped them analyze a given problem and choose the correct equation to solve the problem, which suggests that DBL was conducive to developing students’ conditional knowledge.

Similarly, Vogeler et al. ( 2022 ) evaluated the implementation of DBL in a graduate-level introductory statistics course by measuring students’ learning gains through pre/post/follow-up assessments. Results indicated that students’ conditional knowledge, related to statistical analysis (i.e., selecting appropriate statistical methods for given research problems), increased significantly between pre- and post-assessments. Significant improvement was also maintained between post and follow-up. More research is needed to determine the effectiveness of DBL on student learning across a variety of disciplines. In this study, we examined whether DBL instruction helped improve undergraduate students’ problem-solving performance in introductory physics. Based on the findings of previous studies, we hypothesized that:

DBL instruction has a positive effect on student performance in introductory physics.

2.2 Cognitive load

Cognitive load is considered an indexed summation of the experienced mental load within a learning environment and the intentional mental resources applied toward a task (Paas, 1992 ; Sweller et al., 1998 ). According to cognitive load theory (CLT; Sweller et al., 2011 ), successful learning and performance require the cognitive load imposed during instruction to remain within the capacity of the learner’s working memory. CLT also posits that unnecessary or ineffective cognitive load is caused largely by inappropriate instruction, which “requires learners to engage in either a search for a problem solution or a search for referents in an explanation” (Paas et al., 2003 , p. 2). Many studies have demonstrated that instructional methods that provide explicit, step-by-step procedural guidance on how to solve a problem or complete a task (e.g., worked examples), yielded better learning and performance, compared to other methods with incomplete explanations or limited guidance (Atkinson et al., 2000 ; Sweller et al., 1998 ; Tofel-Grehl & Feldon, 2013 ).

In DBL, learners engage in a complete sequence of conditional decisions required to solve a problem by focusing on one decision at a time, which can result in a reduction in potential cognitive overload (Sansom et al., 2019 ). At each decision point, learners are also provided with sufficient information or instruction (i.e., just-enough-just-in-time instruction ) necessary to make the current decision, which can also help them manage their cognitive load (Cardenas et al., 2020 ). Furthermore, DBL is designed to help learners understand how parts are related to the whole of solving a problem by structuring a process for accessing information without having to go through the nuanced processes of critical examination (Plummer et al., 2020 ). As such, we argue that DBL instruction can decrease unnecessary cognitive load during learning. While this notion may be theoretically acceptable, no study has explicitly examined the relationship between DBL and cognitive load. Taken together, we hypothesize that students using DBL will experience less cognitive load than those taught with traditional instruction, which will in turn lead to their greater learning performance in physics.

DBL instruction has a negative effect on cognitive load.

Cognitive load has a negative effect on student performance in introductory physics.

Cognitive load mediates the effect of DBL on physics performance.

2.3 Self-testing

Self-testing is a learning technique to assess one’s own knowledge and understanding of instructional materials, such as testing oneself with questions or using practice problems (Carpenter et al., 2017 ; Hartwig & Dunlosky, 2012 ). Practice testing in general, including being tested by others and self-testing, has long proved to be effective in enhancing student learning (Carpenter et al., 2016 , 2017 ; Dunlosky et al., 2013 ; Hartwig & Dunlosky, 2012 ; McDaniel et al., 2007 ). From a self-regulated learning perspective, self-testing is a special form of self-monitoring, which involves students’ ongoing efforts to deliberately observe their own processes and products of learning (Lan, 2005 ; Zimmerman & Paulsen, 1995 ). Zimmerman and Paulsen ( 1995 ) argue that self-monitoring improves learning by allowing learners to obtain more accurate information about their learning progress and thus make better self-regulatory decisions about their subsequent study.

The relationship between DBL and self-testing has not previously been investigated. More broadly, however, Plummer et al. ( 2022 ) found initial evidence that supports the occurrence of self-regulation (i.e., monitoring one’s cognitive activities) during DBL. Their findings indicated that DBL promoted students’ self-regulation by enabling them to see the bigger vision of the content. The authors also state that a decision model helps learners “identify strategies that are conducive to resolving a variety of knowledge gaps” (p. 726). Similarly, Seufert ( 2018 ) argues that instructional approaches that provide explicit guidance and support (e.g., worked examples or process worksheets) can foster students’ regulation by “providing rules of thumb for the decision on adequate strategies depending on crucial factors” (p. 124). As such, we argue that students learning physics through DBL will become more aware of their understanding of the content and will more actively seek and engage in ways to monitor and regulate their own learning, such as self-testing, compared to their peers not using DBL, thereby achieving better performance in physics. Thus, the following are hypothesized:

DBL instruction has a positive effect on self-testing.

Self-testing has a positive effect on student performance in introductory physics.

Self-testing mediates the effect of DBL on physics performance.

While there is limited evidence directly examining the relationship, we expect that students’ perceived cognitive load would be negatively related to their use of self-testing strategy while learning physics with DBL. A possible theoretical account for this argument is that, when learners are cognitively overloaded and lack internal (e.g., working memory capacity) or external resources (e.g., scaffolds), they might not be able to invest additional effort in self-regulatory processes (Seufert, 2018 , 2020 ). In DBL, learners are provided with explicit instruction and sufficient scaffolds, which can help them avoid unnecessary cognitive load and thus can free up their cognitive resources to monitor and regulate their subsequent study more effectively and thereby increase their performance. Thus, we hypothesize as follows:

Cognitive load has a negative effect on self-testing.

Figure 1 depicts the hypothesized relationships among variables used in the study.

Hypothesized path model of DBL, cognitive load, self-testing, and learning performance

3.1 Research design

This study used a quasi-experimental posttest design with nonequivalent groups to examine the effects of DBL on learning performance. Two learning conditions, a DBL condition and a non-DBL condition, were randomly assigned to one of two sections of an online physics course. Although students were allowed to self-select the course in which they were enrolled, making this study quasi-experimental rather than a true experimental design, they were unaware of the specific instructional condition (DBL or non-DBL) to which they would be assigned. This means that while students chose the course section based on their preferences or schedules, they did not know whether they would be experiencing the DBL or the non-DBL condition. This approach helps to control for selection bias to some extent because the students’ choice of section was not influenced by the specific instructional method used. Both condition groups had the same instructor and received identical instruction and assessments, ensuring that any differences in learning outcomes could be attributed to the instructional method rather than to other external factors. The only difference between the groups was the implementation of the DBL approach for two specific lessons (Chap. 2 and 5).

3.2 Participants

Participants included N  = 390 undergraduate students enrolled in an online introductory physics course, called Physical Science 100, at a large private religious university in the western United States. Students were spread across two subsections of the same online course. One section contained n  = 180 students who were taught using DBL instruction while the other section contained n  = 210 students who received standard instruction.

Demographic information was not collected for participating students within the study. However, at the time of the study, university-reported undergraduate demographics suggest approximately 81% of students are white, 7% are Hispanic or Latinx, 4% are two or more races, 3% are Asian or Pacific Islander, and fewer than 1% are either Black or Indigenous Americans. Further, approximately 50% of students at this university are men while 50% are women.

3.3 DBL software

The fundamental principles of DBL do not require a high-tech platform or system to be applied to instruction (Cardenas et al., 2020 ) and earlier implementations, in fact, often utilized simple technologies, such as PowerPoint or handouts (e.g., Plummer et al., 2020 ). Recently, however, software was developed to fully optimize the specific affordances relevant to DBL (Cardenas et al., 2020 ). In this study, we implemented the DBL software in introductory physics courses. The software facilitates the development of expert decision models (see Fig.  2 ), populating a problem bank with conditionally organized problems or scenarios, creating questions to decision paths, adding just-enough-just-in-time instruction for each decision point, and creating interleaved assignments (Cardenas et al., 2020 ).

Example of a decision model developed for the course

Figure  3 presents the first two screens of the DBL software used in our study. The first problem guides students through the process of using the software. Students are given a series of scenario problems (e.g., “A book sitting on a table. Gravity is balanced by the upward force from the table, and no other forces act on it. Describe its motion.”) and in each problem students are asked to choose an answer in each decision point (e.g., “How do the forces compare?”) until the problem is solved.

Screenshots of the DBL software

Students interested in more detailed instruction could click on the “How Do I Decide” link, which took them to a short lesson with multiple slides, including some video and audio clips. Figure  4 presents part of the short lesson (5 out of 17 slides) for the “how do I decide” on identifying balanced and unbalanced forces.

Short lesson example for “How Do I Decide”

3.4 Instructional context

The course was an asynchronous course delivered fully through a learning management system (LMS) over 15 weeks. The course covered introductory physical science topics, such as Newton’s Laws, forces, and motion. It focused on six specific course outcomes related to a conceptual understanding of the fundamental ideas of modern scientific theory, as outlined in the course syllabus:

Apply Physical Principles. Students will be able to recognize and apply the fundamental principles presented in this course to simple physical situations.

Express Scientific Ideas. Students will be able to express their thoughts (in oral, graphical, and written formats) on scientific topics clearly, including appropriate use of basic scientific vocabulary and effective interpretation of quantitative data.

Scientific Observations. Students will be able to explain how scientific observations led to the development of these few principles and the models built on them.

Further Scientific Questions. Students will be able to explain how these principles and models in turn lead to further scientific questions.

Science and Religion. Students will be able to reflect rationally upon the interface between science and religion.

Issues of Public Policy. Students will be able to evaluate scientific data and claims in order to make rational decisions on public policy issues that affect their community.

Course materials included the textbook Physical Science Foundation (edition 5.0) by J. Ward Moody. Students were expected to participate in 34 lessons, 34 homework activities, and 9 article essays throughout the course. Lessons were meant to replace lectures and included a mix of text, video, animations, and practice exams. Homework materials were designed to allow students to practice difficult content. Article essays were designed to provide students with the opportunity to read and write about an assigned article and discuss it with other students. Students were further expected to take four midterm exams and one final exam. Midterm and final exams were open book, timed, and all administered in the LMS. Students’ final grades in the course were based on lessons (15%), homework activities (20%), article essays (10%), midterm exams (30%), and the final exam (25%).

3.5 Implementation process

The DBL software was used in two lessons (Chap. 2 and 5) designed to teach Newton’s laws of motion, were provided to the intervention group during the first week of the class. There were 23 DBL problems in Chap. 2 and 20 problems in Chap. 5. Students were provided with an external link to instructions on using the software, but these instructions were not required. Students in the control group were taught the same three lessons using standard instruction methods. In this traditional approach, they were given the same set of problems as the DBL group, but the learning process differed significantly. Instead of engaging in the DBL software, the control group students learned how to solve the problems through the instructor’s usual explanations and demonstrations. The instructor employed a lecture-based format, providing detailed solutions and theoretical explanations to illustrate the concepts.

At the end of each lesson session, both groups of students were asked to respond to three self-report cognitive load items. After completing the first nine lessons and before taking the first midterm exam, students were required to complete a practice exam consisting of 30 questions. Students were able to take it as many times as they wanted; they were able to redo it until they received full credit, but that meant redoing the entire assignment and answering all the questions again. Students were then given a midterm exam.

3.6 Data collection and measures

Data collection included using self-reported responses of cognitive load items, the number of practice exam attempts, and midterm exam scores. Students’ cognitive load was measured using 3 items adapted from previous cognitive load scales (e.g., Paas, 1992 ). Responses were rated on a 9-point Likert scale. The question items were “How much mental effort did you invest in this chapter?” (1 = very, very low mental effort, 9 = very, very high mental effort), “How easy or difficult did you find this chapter?” (1 = very, very easy, 9 = very, very difficult), and “How complex was the material in this chapter?” (1 = very, very simple, 9 = very, very complicated). The 3 items were averaged to create a composite score for cognitive load, with McDonald’s omega showing high reliability for the present sample (𝜔 = 0.80). Cognitive load was measured during the lesson (Chap. 5) directly preceding the practice and midterm exams.

Students’ self-testing was defined by summing the number of practice exam attempts per student. These attempts were determined by extracting time stamps recorded through the LMS where the courses mainly took place. The time stamp records were coded to count the number of practice exam attempts for each student, ensuring an accurate reflection of self-testing behavior. These data were collected after the midterm exam had concluded to ensure that all practice attempts were accounted for.

Physics learning performance was measured using their midterm scores (total possible points = 33). The midterm exam scores used are derived from established assessments routinely employed by the instructor and have consistently aligned with course objectives and content. The exams have a history of accurately reflecting students’ understanding of the material and have been used over multiple terms to ensure consistency in assessing learning outcomes.

3.7 Data analysis

To examine the effects and mechanisms of how DBL instruction affects students’ learning performance in physics, we evaluated a path model depicted in Fig.  1 that includes both direct and indirect effects. Path models are useful for examining a series of linear relationships among variables; in the present context, path analysis was used to evaluate the relationship between the DBL intervention and learning performance, through self-reported cognitive load and self-testing. Within this model, multiple direct and indirect relationships among variables were examined. The model included 6 direct relationships among variables (shown in the arrows in Fig.  1 ) as well as 4 indirect relationships: (1) intervention → cognitive load → learning, (2) intervention → self-testing → learning, (3) cognitive load → self-testing → learning, and (4) intervention → cognitive load → self-testing → learning. The indirect effects were computed by multiplying the path coefficients present in the indirect relationship. For example, the indirect effect of intervention → cognitive load → learning was computed by multiplying the direct relationship between intervention and cognitive load with the direct relationships between cognitive load and learning. Multiplying coefficients in this manner leads to asymmetrical standard errors of the estimated indirect coefficient, which must be addressed before examining statistical significance.

Bootstrapping methods are commonly used in mediation analysis to correct asymmetrical standard errors and produce unbiased confidence intervals (MacKinnon, 2008 ). In the present study, we evaluated the statistical significance of indirect effects using 5,000 bias-corrected bootstraps, and reporting 95% confidence intervals. If the confidence interval for the effect did not contain zero, the effect was considered statistically significant and was further interpreted. Analyses were evaluated in Mplus version 8.4. Missingness was handled using full-information maximum likelihood estimation.

Table  1 shows the descriptive statistics of the variables of interest across intervention conditions. The mean scores for cognitive load were slightly above the 5.0 scale midpoint in both DBL and control groups. Students in the DBL group had non-significantly higher mean scores for cognitive load than those in the control group. The means for self-testing and learning performance were non-significantly higher in the DBL group than the control group. Across the entire sample, cognitive load was correlated negatively with self-testing ( r  = − .12, p  = .03) and learning performance ( r  = − .22, p  < .001). Self-testing was positively correlated with learning performance ( r  = .23, p  < .001).

The direct effects are shown in Fig.  5 . Results indicated that there was no statistically significant difference in students’ physics learning performance between the DBL and control groups. In other words, DBL instruction did not directly impact student learning ( β  = 0.04, 95% CI [− 0.06, 0.15]) and thus Hypothesis 1 was rejected. Similarly, DBL did not have a direct effect on cognitive load ( β  = 0.04, 95% CI [− 0.06, 0.14]) and self-testing ( β  = 0.10, 95% CI [− 0.00, 0.19], rejecting Hypotheses 2 and 5, respectively. In contrast, several significant direct effects were observed. Students’ perceived cognitive load had a negative effect on their use of self-testing ( β = − 0.12, 95% CI [− 0.23, − 0.02]) and learning performance ( β = − 0.20, 95% CI [− 0.29, − 0.09]), supporting Hypotheses 3 and 8, respectively. Consistent with Hypothesis 6, self-testing has a positive effect on student performance in physics ( β  = 0.20, 95% CI [0.10, 0.30].

Standardized path coefficients. Solid lines indicate significant paths while dashed lines indicate non-significance

To examine the mediating roles of cognitive load and self-testing, we tested the significance of indirect effects among variables (see Table  2 ). Cognitive load did not mediate the relationship between DBL instruction and physics learning performance (IE = − 0.01, 95% CI [− 0.035, 0.010]) and thus Hypothesis 4 was not supported. Notably, however, self-testing had a significant mediating effect on the relationship between DBL and students’ learning performance (IE = 0.02, 95% CI [0.002, 0.045]), indicating that the intervention impacted student performance through self-testing, as was previously predicted (Hypothesis 7). The other two indirect effects of DBL examined (DBL → Cognitive load → Self-testing, DBL → Cognitive load → Self-testing → Performance) were not statistically significant.

5 Discussion

Few studies have empirically determined the effects of DBL instruction on student learning. Even fewer have explored the underlying mechanisms driving these effects. This study contributes to this limited body of literature by examining both the outcomes and the underlying processes of DBL in an introductory physics course. Our findings offer mixed evidence regarding the effectiveness of DBL as an instructional method for improving students’ problem-solving skills. We will now discuss the main findings of our study, followed by the practical implications and limitations.

Our findings showed no direct impact of DBL on students’ performance in their study of physics, contrary to previous studies that have reported favorable effects of DBL on student learning (e.g., Plummer et al., 2022 ; Sansom et al., 2019 ; Vogeler et al., 2022 ). This discrepancy highlights a crucial point for discussion; while prior research often posits beneficial impacts of DBL, our empirical evidence suggests these effects may not be as straightforward or universally applicable. For example, studies by Sansom et al. ( 2019 ) and Vogeler et al. ( 2022 ) found significant improvements in student performance with DBL, indicating that step-by-step guidance for problem-solving contributes to these improvements. However, our study did not replicate these results, highlighting potential variability in DBL’s effectiveness across different contexts and implementations.

DBL did not directly impact students’ cognitive load, and cognitive load did not mediate the relationship between DBL instruction and physics learning performance, both contrary to our expectations. Descriptive statistics indicated that the DBL group reported higher cognitive load compared to the control group, but this difference was not statistically significant. The absence of a direct connection between DBL and cognitive load in our study suggests that DBL, as implemented, may not have sufficiently reduced extraneous cognitive load to allow students to utilize their cognitive resources effectively for learning. However, it is also important to note that DBL did not increase cognitive load, which is a positive aspect. These findings stand in contrast to existing theoretical assumptions and empirical evidence, which suggest that highly structured instructional methods like DBL should reduce cognitive load and thus improve learning outcomes (Sansom et al., 2019 ; Sweller et al., 1998 ).

One potential explanation for these findings could be associated with the novelty of the DBL model and its software. DBL itself is a novel instructional model that requires students to understand a new method of problem-solving using conditional knowledge. Implemented within a computer-based environment, the DBL software may add to the challenge. The dual task of learning this new pedagogical approach and mastering the accompanying software could present significant challenges for students. Researchers have pointed out that until students gain experience in navigating a new learning environment, the environment itself may incur an additional cognitive load, which may impede learning (Atkinson et al., 2000 ; Choi et al., 2014 ; Carpenter et al., 2016 ). In fact, in Sansom et al. ( 2019 )’s study, which found positive effects of DBL, participants did not use DBL software as it had not been developed. Instead, they applied the DBL model in a traditional classroom setting. Consequently, the dual adaptation process might have diminished the overall effectiveness of the intervention in our study.

Another possible explanation is that presence or absence of certain DBL critical features can impact performance (Vogeler et al., 2022 ). In their study, Vogeler et al. ( 2022 ) found that when students had an equal amount of practice problems within and outside of the decision model that their mastery of the conditional knowledge-related learning outcome increased. In addition, apart from Sansom et al. ( 2019 ), those studies which found an increase in student performance used DBL activities to interleave old and new material on a regular schedule. The DBL intervention for this study was more like Sansom et al. ( 2019 ) study where the DBL activities were sprinkled across a few lessons during an entire semester.

Next, we discuss key findings of our study related to self-testing. The hypothesis that DBL instruction positively predicts self-testing was rejected; no significant difference was found in students’ frequency of use of practice exams between the DBL and control groups. This unexpected result suggests that DBL may not have influenced students’ engagement with self-testing practices as hypothesized. One possible explanation for this finding is related to the diverse motivations and behaviors of students regarding practice exams. It is likely that students who engaged with practice exams fewer times fell into one of two groups: those who were content with their knowledge in the course and felt no need for additional practice, and those who were struggling with the course material and chose to avoid practice due to a lack of confidence or motivation. This dichotomy in student behavior highlights the complexity of predicting educational outcomes based solely on instructional methods.

However, despite the lack of a direct relationship between DBL and the frequency of self-testing, the data revealed that the frequency of students’ self-testing was a significant determinant of their midterm scores. Additionally, DBL had an indirect effect on student performance through self-testing. These findings underscore the critical role of self-testing in academic performance. Self-testing is widely recognized as an effective learning strategy that enhances memory retention and understanding of the material (Hartwig & Dunlosky, 2012 ). When students test themselves, they engage in retrieval practice, which strengthens their ability to recall and apply knowledge, thereby improving their academic performance (Dunlosky et al., 2013 ). These results are also generally in line with previous studies showing significant effects of self-monitoring (e.g., Lan, 1996 ; Chang, 2007 ). Chang ( 2007 ) also demonstrated that self-monitoring techniques, including self-testing, positively affected students’ academic performance by helping them identify areas of weakness and focus their study efforts more effectively. According to theories of self-regulated learning, students regulate subsequent learning behaviors based on their assessment of their current status of learning, possibly leading to better learning performance (Boekaerts, 1996 ; Schunk, 1983 ; Zimmerman, 1990 ). Although DBL did not directly increase the frequency of self-testing, it may have promoted an environment where students felt more empowered to engage in self-regulatory behaviors, which then positively impacts performance.

Lastly, we highlight another key finding of our study: the impact of cognitive load on self-testing. Our findings revealed that cognitive load negatively impacted self-testing, aligning with our initial expectations. High levels of cognitive load may diminish the cognitive resources necessary for engaging in self-regulatory activities (Seufert, 2018 , 2020 ). More importantly, our results showed a structural relationship among cognitive load, self-testing, and learning performance. Specifically, we found that cognitive load impacts learning performance indirectly through self-testing. This mediation effect underscores the pivotal role of self-testing in translating cognitive load into improved academic performance. Given the increasing interest in understanding how cognitive load affects self-regulation (Seufert, 2018 , 2020 ), our findings are particularly encouraging. They suggest that managing cognitive load is crucial for fostering self-regulatory behaviors that ultimately enhance learning outcomes.

Our findings offer important implications for the practice of DBL, emphasizing the crucial role of instructors. The following practical implications primarily focus on providing guidance for instructors who want to implement DBL. First, instructors should encourage self-testing by providing ample opportunities within the course. Instructors can offer various methods for self-testing, such as quizzes, practice exams, and interactive activities, to enhance the effectiveness of DBL. While self-testing is often voluntary, incorporating incentives or rewards can motivate students to engage more frequently in this practice. By fostering a culture of self-assessment and providing diverse opportunities for self-testing, instructors can help students optimize their learning and fully realize the potential benefits of DBL. Second, to manage students’ cognitive load, instructors should provide students with explicit instruction on how the DBL software works as well as substantial practice opportunities in order to become accustomed to the software. Likewise, instructors should consider integrating DBL gradually, starting with simpler tasks and progressively increasing complexity as students become more comfortable with the system. These efforts would help prevent the potential cognitive overload that students might experience while adapting to the new learning environment. Third, continuous support is essential for the successful implementation of DBL. It is crucial to monitor students’ progress and cognitive load regularly to identify and address any issues promptly. By creating a structured and supportive learning environment, instructors can maximize the benefits of DBL and improve overall student performance and engagement. Lastly, as important as emphasizing the role of instructors is the issue of how to support these instructors effectively. Providing comprehensive training on the DBL software and its pedagogical applications is essential for teachers to successfully integrate it into their teaching practices. This training should include both technical aspects of the software and strategies for managing and supporting students’ cognitive load. Ongoing professional development opportunities can help teachers stay updated with the latest DBL advancements and best practices, ensuring sustained success in DBL implementation.

While this study sheds light on our understanding of the mechanisms underlying the effects of DBL, our findings should be interpreted with caution due to several limitations—related to sample homogeneity, instructional contexts, motivational variables, and measurement tools. First, the homogeneity of our sample poses a limitation. Our study was conducted at a single university in the western United States, with a predominantly white student population, which may limit the generalizability of our findings to other educational contexts and populations. The absence of comprehensive demographic data, such as students’ socioeconomic backgrounds and prior educational experiences, further limits our ability to assess how these factors might influence the effectiveness of DBL. Future studies should include more diverse samples and collect detailed demographic information to enhance the generalizability of the results. Second, the focus of our study on introductory physics courses taught by a single instructor may limit the applicability of our findings to other educational settings. By concentrating on a specific course and instructor, we may have overlooked variations in instructional approaches and contexts that could impact the effectiveness of DBL. Expanding research to include different types of courses, instructors, and institutional environments will provide a more comprehensive understanding of DBL’s potential benefits and limitations. Additionally, exploring how DBL integrates with other pedagogical approaches, such as flipped classrooms and collaborative learning, could offer valuable insights into its broader applications. Third, our study did not account for potentially influential motivational variables. Research has shown that motivational beliefs, such as students’ self-efficacy, goal orientation significantly impact their use of self-testing strategies (e.g., Chang, 2007 ) and perceived cognitive load (e.g., Feldon et al., 2018 ). By excluding these variables, we may have missed critical aspects of the psychological processes underlying DBL. Future research should incorporate these motivational and psychological factors to better explain the mechanisms driving the effects of DBL and to identify factors that may enhance or hinder its effectiveness. Lastly, the measurement tools used in this study may not have fully captured the complexity and dynamic nature of cognitive load and self-testing. Future studies should employ advanced tools such as real-time analytics and interactive assessments. Additionally, integrating qualitative methods, such as in-depth interviews and observational studies, could provide deeper insights into students’ subjective experiences and strategies during learning.

Although DBL has great potential for the improvement of student learning, this assertion remains largely theoretical (Cardenas et al., 2020 ). Our findings provide empirical evidence regarding the educational benefits of DBL on self-testing practices, and self-testing’s impact on midterm scores. However, much remains unclear about the impact of DBL on student learning behaviors and ultimately, student learning performance. Overall, the results suggest that DBL can be an effective instructional tool for students to acquire complex, conditional knowledge and develop self-regulatory skills that may transcend beyond learning specific knowledge and instead help students engage differently with the process of learning (Plummer et al., 2020 ). Findings also provide valuable insight into the interactions that can explain DBL effects on student learning, highlighting the importance of considering relevant cognitive processes, such as mental workload and use of self-regulation strategies in research and practice in DBL.

Data availability

All data used in this study will be made available upon request.

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Jeong, S., Rague, J., Litson, K. et al. Effects of decision-based learning on student performance in introductory physics: The mediating roles of cognitive load and self-testing. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12962-y

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This article will embark on an exploration of the Critical Thinking Test, elucidating its intricacies and elucidating its paramount importance. We will dissect the essential skills it measures and clarify its significance in gauging one's intellectual aptitude.

We will examine examples of critical thinking questions, illuminating the challenging scenarios that candidates encounter prompting them to navigate the complexities of thought with finesse.

Before going ahead to take the critical thinking test, let's delve into the realm of preparation. This segment serves as a crucible for honing the skills assessed in the actual examination, offering candidates a chance to refine their analytical blades before facing the real challenge. Here are some skills that will help you with the critical thinking assessment: Logical Reasoning: The practice test meticulously evaluates your ability to deduce conclusions from given information, assess the validity of arguments, and recognize patterns in logic. Analytical Thinking: Prepare to dissect complex scenarios, identify key components, and synthesize information to draw insightful conclusions—a fundamental aspect of the critical thinking assessment. Problem-Solving Proficiency: Navigate through intricate problems that mirror real-world challenges, honing your capacity to approach issues systematically and derive effective solutions. What to Expect: The Critical Thinking Practice Test is crafted to mirror the format and complexity of the actual examination. Expect a series of scenarios, each accompanied by a set of questions that demand thoughtful analysis and logical deduction. These scenarios span diverse fields, from business and science to everyday scenarios, ensuring a comprehensive evaluation of your critical thinking skills. Examples of Critical Thinking Questions Scenario: In a business context, analyze the potential impacts of a proposed strategy on both short-term profitability and long-term sustainability. Question: What factors would you consider in determining the viability of the proposed strategy, and how might it affect the company's overall success? Scenario: Evaluate conflicting scientific studies on a pressing environmental issue.

Question: Identify the key methodologies and data points in each study. How would you reconcile the disparities to form an informed, unbiased conclusion?

Why Practice Matters

Engaging in the Critical Thinking Practice Test familiarizes you with the test format and cultivates a mindset geared towards agile and astute reasoning. This preparatory phase allows you to refine your cognitive toolkit, ensuring you approach the assessment with confidence and finesse.

We'll navigate through specific examples as we proceed, offering insights into effective strategies for tackling critical thinking questions. Prepare to embark on a journey of intellectual sharpening, where each practice question refines your analytical prowess for the challenges ahead.

This is a practice critical thinking test.

The test consists of three questions . 

After you have answered all the questions, you will be shown the correct answers and given full explanations.

Make sure you read and fully understand each question before answering. Work quickly, but don't rush. You cannot afford to make mistakes on a real test .

If you get a question wrong, make sure you find out why and learn how to answer this type of question in the future. 

Six friends are seated in a restaurant across a rectangular table. There are three chairs on each side. Adam and Dorky do not have anyone sitting to their right and Clyde and Benjamin do not have anyone sitting to their left. Adam and Benjamin are not sitting on the same side of the table.

If Ethan is not sitting next to Dorky, who is seated immediately to the left of Felix?

You might also be interested in these other PRT articles:

Creative Problem-Solving Test

Do you typically approach a problem from many perspectives or opt for the same old solution that worked in the past? In his work on human motivation, Robert E. Franken states that in order to be creative, you need to be able to view things from different perspectives.

Creativity is linked to fundamental qualities of thinking, such as flexibility and tolerance of ambiguity. This Creative Problem-solving Test was developed to evaluate whether your attitude towards problem-solving and the manner in which you approach a problem are conducive to creative thinking.

This test is made up of two types of questions: scenarios and self-assessment. For each scenario, answer according to how you would most likely behave in a similar situation. For the self-assessment questions, indicate the degree to which the given statements apply to you. In order to receive the most accurate results, please answer each question as honestly as possible.

After finishing this test you will receive a FREE snapshot report with a summary evaluation and graph. You will then have the option to purchase the full results for $6.95

This test is intended for informational and entertainment purposes only. It is not a substitute for professional diagnosis or for the treatment of any health condition. If you would like to seek the advice of a licensed mental health professional you can search Psychology Today's directory here .

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How Good Is Your Problem Solving?

© iStockphoto Entienou

Use a systematic approach.

Good problem solving skills are fundamentally important if you're going to be successful in your career.

But problems are something that we don't particularly like.

They're time-consuming.

They muscle their way into already packed schedules.

They force us to think about an uncertain future.

And they never seem to go away!

That's why, when faced with problems, most of us try to eliminate them as quickly as possible. But have you ever chosen the easiest or most obvious solution – and then realized that you have entirely missed a much better solution? Or have you found yourself fixing just the symptoms of a problem, only for the situation to get much worse?

To be an effective problem-solver, you need to be systematic and logical in your approach. This quiz helps you assess your current approach to problem solving. By improving this, you'll make better overall decisions. And as you increase your confidence with solving problems, you'll be less likely to rush to the first solution – which may not necessarily be the best one.

Once you've completed the quiz, we'll direct you to tools and resources that can help you make the most of your problem-solving skills.

How Good Are You at Solving Problems?

Instructions.

For each statement, click the button in the column that best describes you. Please answer questions as you actually are (rather than how you think you should be), and don't worry if some questions seem to score in the 'wrong direction'. When you are finished, please click the 'Calculate My Total' button at the bottom of the test.

Your last quiz results are shown.

You last completed this quiz on , at .

Score Interpretation

Answering these questions should have helped you recognize the key steps associated with effective problem solving.

This quiz is based on Dr Min Basadur's Simplexity Thinking    problem-solving model. This eight-step process follows the circular pattern shown below, within which current problems are solved and new problems are identified on an ongoing basis. This assessment has not been validated and is intended for illustrative purposes only. 

Figure 1 – The Simplexity Thinking Process

Reproduced with permission from Dr Min Basadur from "The Power of Innovation: How to Make Innovation a Part of Life & How to Put Creative Solutions to Work" Copyright ©1995

Below, we outline the tools and strategies you can use for each stage of the problem-solving process. Enjoy exploring these stages!

Step 1: Find the Problem

(Questions 7, 12)

Some problems are very obvious, however others are not so easily identified. As part of an effective problem-solving process, you need to look actively for problems – even when things seem to be running fine. Proactive problem solving helps you avoid emergencies and allows you to be calm and in control when issues arise.

These techniques can help you do this:

• PEST Analysis   helps you pick up changes to your environment that you should be paying attention to. Make sure too that you're watching changes in customer needs and market dynamics, and that you're monitoring trends that are relevant to your industry.
• Risk Analysis   helps you identify significant business risks.
• Failure Modes and Effects Analysis   helps you identify possible points of failure in your business process, so that you can fix these before problems arise.
• After Action Reviews   help you scan recent performance to identify things that can be done better in the future.
• Where you have several problems to solve, our articles on Prioritization   and Pareto Analysis   help you think about which ones you should focus on first.

Step 2: Find the Facts

(Questions 10, 14)

After identifying a potential problem, you need information. What factors contribute to the problem? Who is involved with it? What solutions have been tried before? What do others think about the problem?

If you move forward to find a solution too quickly, you risk relying on imperfect information that's based on assumptions and limited perspectives, so make sure that you research the problem thoroughly.

Step 3: Define the Problem

(Questions 3, 9)

Now that you understand the problem, define it clearly and completely. Writing a clear problem definition forces you to establish specific boundaries for the problem. This keeps the scope from growing too large, and it helps you stay focused on the main issues.

A great tool to use at this stage is CATWOE   . With this process, you analyze potential problems by looking at them from six perspectives, those of its Customers; Actors (people within the organization); the Transformation, or business process; the World-view, or top-down view of what's going on; the Owner; and the wider organizational Environment. By looking at a situation from these perspectives, you can open your mind and come to a much sharper and more comprehensive definition of the problem.

Cause and Effect Analysis   is another good tool to use here, as it helps you think about the many different factors that can contribute to a problem. This helps you separate the symptoms of a problem from its fundamental causes.

Step 4: Find Ideas

(Questions 4, 13)

With a clear problem definition, start generating ideas for a solution. The key here is to be flexible in the way you approach a problem. You want to be able to see it from as many perspectives as possible. Looking for patterns or common elements in different parts of the problem can sometimes help. You can also use metaphors   and analogies to help analyze the problem, discover similarities to other issues, and think of solutions based on those similarities.

Traditional brainstorming   and reverse brainstorming   are very useful here. By taking the time to generate a range of creative solutions to the problem, you'll significantly increase the likelihood that you'll find the best possible solution, not just a semi-adequate one. Where appropriate, involve people with different viewpoints to expand the volume of ideas generated.

Don't evaluate your ideas until step 5. If you do, this will limit your creativity at too early a stage.

Step 5: Select and Evaluate

(Questions 6, 15)

After finding ideas, you'll have many options that must be evaluated. It's tempting at this stage to charge in and start discarding ideas immediately. However, if you do this without first determining the criteria for a good solution, you risk rejecting an alternative that has real potential.

Decide what elements are needed for a realistic and practical solution, and think about the criteria you'll use to choose between potential solutions.

Paired Comparison Analysis   , Decision Matrix Analysis   and Risk Analysis   are useful techniques here, as are many of the specialist resources available within our Decision-Making section . Enjoy exploring these!

Step 6: Plan

(Questions 1, 16)

You might think that choosing a solution is the end of a problem-solving process. In fact, it's simply the start of the next phase in problem solving: implementation. This involves lots of planning and preparation. If you haven't already developed a full Risk Analysis   in the evaluation phase, do so now. It's important to know what to be prepared for as you begin to roll out your proposed solution.

The type of planning that you need to do depends on the size of the implementation project that you need to set up. For small projects, all you'll often need are Action Plans   that outline who will do what, when, and how. Larger projects need more sophisticated approaches – you'll find out more about these in the Mind Tools Project Management section. And for projects that affect many other people, you'll need to think about Change Management   as well.

Here, it can be useful to conduct an Impact Analysis   to help you identify potential resistance as well as alert you to problems you may not have anticipated. Force Field Analysis   will also help you uncover the various pressures for and against your proposed solution. Once you've done the detailed planning, it can also be useful at this stage to make a final Go/No-Go Decision   , making sure that it's actually worth going ahead with the selected option.

Step 7: Sell the Idea

(Questions 5, 8)

As part of the planning process, you must convince other stakeholders that your solution is the best one. You'll likely meet with resistance, so before you try to “sell” your idea, make sure you've considered all the consequences.

As you begin communicating your plan, listen to what people say, and make changes as necessary. The better the overall solution meets everyone's needs, the greater its positive impact will be! For more tips on selling your idea, read our article on Creating a Value Proposition   and use our Sell Your Idea   Bite-Sized Training session.

Step 8: Act

(Questions 2, 11)

Finally, once you've convinced your key stakeholders that your proposed solution is worth running with, you can move on to the implementation stage. This is the exciting and rewarding part of problem solving, which makes the whole process seem worthwhile.

This action stage is an end, but it's also a beginning: once you've completed your implementation, it's time to move into the next cycle of problem solving by returning to the scanning stage. By doing this, you'll continue improving your organization as you move into the future.

Problem solving is an exceptionally important workplace skill.

Being a competent and confident problem solver will create many opportunities for you. By using a well-developed model like Simplexity Thinking for solving problems, you can approach the process systematically, and be comfortable that the decisions you make are solid.

Given the unpredictable nature of problems, it's very reassuring to know that, by following a structured plan, you've done everything you can to resolve the problem to the best of your ability.

This site teaches you the skills you need for a happy and successful career; and this is just one of many tools and resources that you'll find here at Mind Tools. Subscribe to our free newsletter , or join the Mind Tools Club and really supercharge your career!

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Comments (220)

• Over a month ago Sonia_H wrote Hi PANGGA, This is great news! Thanks for sharing your experience. We hope these 8 steps outlined will help you in multiple ways. ~Sonia Mind Tools Coach
• Over a month ago PANGGA wrote Thank you for this mind tool. I got to know my skills in solving problem. It will serve as my guide on facing and solving problem that I might encounter.
• Over a month ago Sarah_H wrote Wow, thanks for your very detailed feedback HardipG. The Mind Tools team will take a look at your feedback and suggestions for improvement. Best wishes, Sarah Mind Tools Coach

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Problem Solving test

Summary of the problem solving test.

This Problem Solving test evaluates candidates’ ability to define problems and analyze data/textual information to make correct decisions . Our test helps you identify candidates with the analytical skills to assess and respond to complex business situations quickly and accurately.

Covered skills

Creating and adjusting schedules

Interpreting data and applying logic to make decisions

Prioritizing tasks and applying order based on a given set of rules

Analyzing textual and numerical information to draw conclusions

Use the Problem Solving test to hire

Any role that involves managing constantly shifting variables with tight deadlines, including administrative assistants, project managers, customer service managers, web developers, and people working in hospitality or sales.

Sign up for a Free forever plan and use this Problem Solving assessment test for free!

About the Problem Solving test

Effective problem-solving involves the ability to:

Define complex problems

Break it down into manageable parts using verbal and numerical reasoning skills

Develop approaches to solve the (sub)problem using creativity and analytical thinking

Execute flawlessly

Problem-solving abilities are difficult to assess through resume screening alone. A candidate might say they’ve solved several problems in the past, but that doesn’t show their ability to work well under pressure or tell you how sophisticated their problem-solving abilities are.

That’s why our Problem Solving test enables candidates to show off their skills in real time. This problem resolution test presents candidates with typical problem-solving scenarios like 1) scheduling based on a diverse set of conditions, 2) identifying the right sequence of actions based on several business rules, and 3) drawing conclusions based on textual and numerical information

Check out our practice preview questions to see the Problem Solving test in action.

A successful problem solver can quickly identify the key elements of the problem and work through the problem at speed without making mistakes. This multiple-choice test is also useful to check candidates' overall analytical skills.

The test is made by a subject-matter expert

The global IT industry has benefited from Anirban’s talents for over two decades. With a flawless reputation that precedes him, Anirban has earned a status as a sought-after agile project manager and consultant. He’s worked internationally as a Senior Project Manager with companies such as Ericsson, IBM, and T-Mobile.

Anirban’s love for learning helps him keep his skills sharp. He holds an MBA and a degree in engineering, is a certified Scrum Master, and has certifications in Prince2 and ITIL.

Crafted with expert knowledge

TestGorilla’s tests are created by subject matter experts. We assess potential subject-matter experts based on their knowledge, ability, and reputation. Before being published, each test is peer-reviewed by another expert, then calibrated using hundreds of test takers with relevant experience in the subject.

Our feedback mechanisms and unique algorithms allow our subject-matter experts to constantly improve their tests.

What our customers are saying

TestGorilla helps me to assess engineers rapidly. Creating assessments for different positions is easy due to pre-existing templates. You can create an assessment in less than 2 minutes. The interface is intuitive and it’s easy to visualize results per assessment.

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Use TestGorilla to hire the best faster, easier and bias-free

Our screening tests identify the best candidates and make your hiring decisions faster, easier, and bias-free.

Learn how each candidate performs on the job using our library of 400+ scientifically validated tests.

Test candidates for job-specific skills like coding or digital marketing, as well as general skills like critical thinking. Our unique personality and culture tests allow you to get to know your applicants as real people – not just pieces of paper.

Give all applicants an equal, unbiased opportunity to showcase their skills with our data-driven and performance-based ranking system.

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Building assessments is a breeze with TestGorilla. Get started with these simple steps.

Building assessments is quick and easy with TestGorilla. Just pick a name, select the tests you need, then add your own custom questions.

You can customize your assessments further by adding your company logo, color theme, and more. Build the assessment that works for you.

Send email invites directly from TestGorilla, straight from your ATS, or connect with candidates by sharing a direct link.

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Discover your strongest candidates with TestGorilla’s easy-to-read output reports, rankings, and analytics.

Easily switch from a comprehensive overview to a detailed analysis of your candidates. Then, go beyond the data by watching personalized candidate videos.

View a sample report

The Problem Solving test will be included in a PDF report along with the other tests from your assessment. You can easily download and share this report with colleagues and candidates.

Why are problem solving skills important to employers?

Employers should use problem solving skills assessment tests because nearly every role benefits from staff with positive, troubleshooting mindsets.

Problem solving skills in the workplace mean that employees can respond quickly to challenges, creating processes that mitigate or remove obstacles that prevent the company from achieving its goals.

These challenges can be anything, for example: 

Delays in your supply chain

Conflict between team members

Technological problems

Problem solving skills are especially important in roles such as project management, administrative assistance, and planning work with ever-changing circumstances and tight deadlines.

By asking candidates to pass a problem solving test online during the recruitment process, you ensure that all your recruits have what it takes to troubleshoot problems, improve your productivity, and increase your chances of innovation.

 A problem solving skills test also ensures that you do this with minimal bias, using an objective numerical measure to establish the required skill set and build a shortlist.

You should also explore candidates’ approaches to creative problem solving in more depth with problem solving questions in the interview stage.

Key problem solving abilities to measure with a problem solving test

A strong problem resolution test evaluates candidates’ ability to define problems and analyze data and textual information to make decisions that best serve the business. 

Some of the considerations for problem-solving test questions include:

Creating and adjusting schedules: Candidates should use a problem-solving process to understand what they can realistically achieve within time and how to adjust schedules to account for variable outcomes.

Interpreting data and applying logic to make decisions: Job seekers should have an aptitude for aligning data with business goals and making actionable decisions.

Prioritizing and applying order based on a given set of rules: Applicants can determine which project tasks take priority by using prioritization rules and supporting information.

Analyzing textual and numerical information to draw conclusions: Examining textual and numerical information to reveal patterns, relationships, and trends can help candidates draw accurate conclusions and pick the best choice from a selection of alternative solutions.

What job roles can you hire with our Problem Solving test?

You can – and should – use an ability test of problem solving skills when screening for most roles to reduce time-to-hire, even when hiring globally like Nexus HR.

However, it is especially important when hiring for positions where effective problem-solving is needed – for example, managerial roles, project-focused roles, and jobs where employees frequently work under time limits.

Here are some examples of roles you should use a problem solving assessment for:

Administrative assistants: Employees who can think on their feet can swiftly resolve logistical challenges, manage schedules, and facilitate seamless communication.

Project managers : Problem solving skills are essential to keep projects on track and ensure deadlines are met, even when unexpected changes occur.

Customer service managers: Customer service reps must make prompt decisions to respond to customer queries and solve their issues quickly.

Web developers : Great programmers have the competency to spot problems in their code and identify possible solutions.

Venture capitalists: Venture capitalists must be able to think critically and spot both opportunities and risks in potential investments – problem solving skills are key here.

Hospitality staff : Hotel and restaurant workers thrive when they can identify and effectively respond to customer issues, turning negatives into positive experiences.

Salespeople: Sales professionals benefit from the ability to transform client challenges and objections into opportunities for problem-solving, which often leads to upsells and cross-sells.

Create a multi-measure assessment: 4 tests to pair with the Problem Solving test

Of course, a problem solving test alone can’t tell you if a candidate has all the right skills for the role. Instead, include a problem solving skills test as part of a multi-measure psychometric assessment alongside up to four other essential skills tests to find the best candidates.

Here’s an example of four tests you might include to make a strong multi-measure assessment:

Communication test : Ensure your candidates maintain clear communication with teammates and direct reports, which is essential when discussing problems, brainstorming solutions, and implementing the chosen strategy

Time Management test : Dig deeper into jobseekers’ abilities to respond to time-pressured tasks and manage deadlines

Critical Thinking test : Identify prospects with the cognitive ability and logical reasoning to solve nuanced problems, stay objective, and balance complexities in their decision-making process

Big Five (OCEAN) Personality test : Get insight into what kind of worker a candidate is through five key metrics: openness, conscientiousness, extraversion, agreeableness, and emotional stability.

Note: We haven’t included any role-specific skills tests here because they depend on the position you’re hiring for. However, we highly recommend you add at least one in your five-test assessment to ensure your candidates possess the right skills for the job.

An assessment is the total package of tests and custom questions that you put together to evaluate your candidates. Each individual test within an assessment is designed to test something specific, such as a job skill or language. An assessment can consist of up to 5 tests and 20 custom questions. You can have candidates respond to your custom questions in several ways, such as with a personalized video.

Yes! Custom questions are great for testing candidates in your own unique way. We support the following question types: video, multiple-choice, coding, file upload, and essay. Besides adding your own custom questions, you can also create your own tests.

A video question is a specific type of custom question you can add to your assessment. Video questions let you create a question and have your candidates use their webcam to record a video response. This is an excellent way to see how a candidate would conduct themselves in a live interview, and is especially useful for sales and hospitality roles. Some good examples of things to ask for video questions would be "Why do you want to work for our company?" or "Try to sell me an item you have on your desk right now."

Besides video questions, you can also add the following types of custom questions: multiple-choice, coding, file upload, and essay. Multiple-choice lets your candidates choose from a list of answers that you provide, coding lets you create a coding problem for them to solve, file upload allows your candidates to upload a file that you request (such as a resume or portfolio), and essay allows an open-ended text response to your question. You can learn more about different custom question types here .

Yes! You can add your own logo and company color theme to your assessments. This is a great way to leave a positive and lasting brand impression on your candidates.

Our team is always here to help. After you sign up, we’ll reach out to guide you through the first steps of setting up your TestGorilla account. If you have any further questions, you can contact our support team via email, chat or call. We also offer detailed guides in our extensive help center .

It depends! We offer five free tests, or unlimited access to our library of 400+ tests with the price based on your company size. Find more information on our pricing plans here , calculate the cost-benefit of using TestGorilla assessments, or speak to one of our sales team for your personalized demo and learn how we can help you revolutionize hiring today.

Yes. You can add up to five tests to each assessment.

We recommend using our assessment software as a pre-screening tool at the beginning of your recruitment process. You can add a link to the assessment in your job post or directly invite candidates by email.

TestGorilla replaces traditional resume screening with a much more reliable and efficient process, designed to find the most skilled candidates earlier and faster.

We offer the following cognitive ability tests : Numerical Reasoning, Problem Solving, Attention to Detail, Reading Comprehension, and Critical Thinking.

Our cognitive ability tests allow you to test for skills that are difficult to evaluate in an interview. Check out our blog on why these tests are so useful and how to choose the best one for your assessment.

Related tests

Attention to detail (textual), verbal reasoning, numerical reasoning, critical thinking, computational thinking, basic math calculations, mechanical reasoning, understanding instructions, attention to detail (visual), intermediate math.

Critical Thinking test

By 123test team . Updated May 12, 2023

Critical Thinking test reviews

This Critical Thinking test measures your ability to think critically and draw logical conclusions based on written information. Critical Thinking tests are often used in job assessments in the legal sector to assess a candidate's  analytical critical  thinking skills. A well known example of a critical thinking test is the Watson-Glaser Critical Thinking Appraisal .

Need more practice?

Score higher on your critical thinking test.

The test comprises of the following five sections with a total of 10 questions:

• Analysing Arguments
• Assumptions
• Interpreting Information

Instructions Critical Thinking test

Each question presents one or more paragraphs of text and a question about the information in the text. It's your job to figure out which of the options is the correct answer.

Below is a statement that is followed by an argument. You should consider this argument to be true. It is then up to you to determine whether the argument is strong or weak. Do not let your personal opinion about the statement play a role in your evaluation of the argument.

Statement: It would be good if people would eat vegetarian more often. Argument: No, because dairy also requires animals to be kept that will have to be eaten again later.

Is this a strong or weak argument?

Strong argument Weak argument

Statement: Germany should no longer use the euro as its currency Argument: No, because that means that the 10 billion Deutschmark that the introduction of the euro has cost is money thrown away.

Overfishing is the phenomenon that too much fish is caught in a certain area, which leads to the disappearance of the fish species in that area. This trend can only be reversed by means of catch reduction measures. These must therefore be introduced and enforced.

Assumption: The disappearance of fish species in areas of the oceans is undesirable.

Is the assumption made from the text?

Assumption is made Assumption is not made

As a company, we strive for satisfied customers. That's why from now on we're going to keep track of how quickly our help desk employees pick up the phone. Our goal is for that phone to ring for a maximum of 20 seconds.

Assumption: The company has tools or ways to measure how quickly help desk employees pick up the phone.

• All reptiles lay eggs
• All reptiles are vertebrates
• All snakes are reptiles
• All vertebrates have brains
• Some reptiles hatch their eggs themselves
• Most reptiles have two lungs
• Many snakes only have one lung
• Cobras are poisonous snakes
• All reptiles are animals

Conclusion: Some snakes hatch their eggs themselves.

Does the conclusion follow the statements?

Conclusion follows Conclusion does not follow

(Continue with the statements from question 5.)

Conclusion: Some animals that lay eggs only have one lung.

In the famous 1971 Stanford experiment, 24 normal, healthy male students were randomly assigned as 'guards' (12) or 'prisoners' (12). The guards were given a uniform and instructed to keep order, but not to use force. The prisoners were given prison uniforms. Soon after the start of the experiment, the guards made up all kinds of sentences for the prisoners. Insurgents were shot down with a fire extinguisher and public undressing or solitary confinement was also a punishment. The aggression of the guards became stronger as the experiment progressed. At one point, the abuses took place at night, because the guards thought that the researchers were not watching. It turned out that some guards also had fun treating the prisoners very cruelly. For example, prisoners got a bag over their heads and were chained to their ankles. Originally, the experiment would last 14 days. However, after six days the experiment was stopped.

The students who took part in the research did not expect to react the way they did in such a situation.

To what extent is this conclusion true, based on the given text?

True Probably true More information required Probably false False

(Continue with the text from 'Stanford experiment' in question 7.)

The results of the experiment support the claim that every young man (or at least some young men) is capable of turning into a sadist fairly quickly.

• A flag is a tribute to the nation and should therefore not be hung outside at night. Hoisting the flag therefore happens at sunrise, bringing it down at sunset. Only when a country flag is illuminated by spotlights on both sides, it may remain hanging after sunset. There is a simple rule of thumb for the time of bringing down the flag. This is the moment when there is no longer any visible difference between the individual colors of the flag.
• A flag may not touch the ground.
• On the Dutch flag, unless entitled to do so, no decorations or other additions should be made. Also the use of a flag purely for decoration should be avoided. However, flag cloth may be used for decoration - for example in the form of drapes.
• The orange pennant is only used on birthdays of members of the Royal House and on King's Day. The orange pennant should be as long or slightly longer than the diagonal of the flag.

Conclusion: One can assume that no Dutch flag will fly at government buildings at night, unless it is illuminated by spotlights on both sides.

Does the conclusion follow, based on the given text?

(Continue with the text from 'Dutch flag protocol' in question 9.)

Conclusion: If the protocol is followed, the orange pennant will always be longer than the horizontal bands/stripes of the flag.

Please answer the questions below. Not all questions are required but it will help us improve this test.

My educational level is

-- please select -- primary school high school college university PhD other

Problem Solving Test

Overview of problem solving test.

This problem solving test assesses a candidate's ability to analyze situations, identify issues, generate solutions, and make decisions. It measures skills such as critical thinking, analytical or logical thinking, and decision making.

Skills measured

Critical thinking, analytical or logical thinking, decision making, contrasting, evaluating and selecting, stakeholder management, problem solving, available in.

Cognitive Ability

Intermediate

Use of Problem Solving test

This problem solving test evaluates a candidate’s ability to tackle complex situations relevant to the job role. It involves various question types, such as logical reasoning, numerical analysis, verbal reasoning, and situational judgment, to comprehensively assess critical thinking and decision making abilities.

This test measures essential skills like analytical thinking, creativity, numerical proficiency, and effective decision making. Simulating real world scenarios helps identify candidates who can effectively address and resolve job specific challenges, ensuring they are well equipped to contribute to organizational success.

Importance of the Problem Solving Test in Hiring

This problem solving test is crucial in hiring as it helps employers identify candidates with the critical thinking and analytical skills necessary to handle job specific challenges. It also ensures that new hires can contribute effectively to the organization's problem resolution and decision making processes.

Applications of the Problem Solving Test

• Pre Employment Screening: Identify the best candidates early in the recruitment process, ensuring that only those with strong analytical and decision making skills move forward.
• Internal Promotions: Assess current employees for potential roles requiring problem solving abilities, ensuring they have the necessary competencies to succeed.
• Training and Development: Evaluate the effectiveness of training programs and identify areas for improvement, helping develop a workforce skilled in problem solving.
• Educational Settings: Measure the competency of students or trainees in problem solving disciplines, providing valuable feedback for their professional development.

Benefits of Using the Problem Solving Test

• Find the most capable candidates by focusing on essential analytical and decision making skills.
• The standardized test provides an objective assessment, ensuring a fair evaluation process.
• Increase the likelihood of hiring candidates who can effectively handle job specific challenges and contribute to organizational success.
• You can save time and resources by narrowing down large candidate pools to those most suited for the role.
• Discover areas for improvement in existing employees, aid their professional growth, and enhance overall performance.

Relevant for

• Budget Analyst
• Call Center Supervisor
• Computer & Information Analyst
• Customer Experience Specialist
• Customer Onboarding Specialist
• Customer Operations Lead
• Customer Relations Specialist
• Customer Success Manager
• Customer Support Representative
• Data Analyst
• Graphic Designer
• Graphics Developer

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Critical thinking is the ability to analyze and evaluate information, arguments, and situations in a logical and systematic way. In problem solving, critical thinking helps individuals identify and define problems, gather and evaluate relevant information, generate possible solutions, and make sound decisions. This skill is important because it enables individuals to think independently, make informed decisions, and solve complex problems effectively. By honing their critical thinking skills, individuals can become better problem solvers and decision-makers, leading to greater success in both their personal and professional lives.

Analytical or logical thinking skills are essential in problem solving as they enable individuals to break down complex issues into smaller, more manageable components. By analyzing information, identifying patterns, and drawing logical conclusions, individuals are able to develop effective solutions to problems. This skill also allows individuals to think critically, evaluate different perspectives, and make informed decisions based on evidence and reasoning. Overall, analytical and logical thinking skills are crucial in problem solving as they help individuals to approach challenges systematically, identify root causes, and devise innovative solutions.

Making appropriate situational decisions with the given resources is a vital problem-solving skill. A candidate should make suitable choices after identification and careful consideration of the problem, thinking about the possible solutions and repercussions of the issue.

Contrasting, evaluating, and selecting are important skills in problem solving as they help individuals analyze different solutions and determine the most effective one. Contrasting involves comparing and contrasting different options to understand their strengths and weaknesses. Evaluating requires critically assessing the potential outcomes and consequences of each option. Selecting involves choosing the best solution based on the evaluation process. These skills are crucial in problem solving as they help individuals make informed decisions that are likely to lead to successful outcomes. By mastering these skills, individuals can approach problems with a systematic and logical approach, resulting in more efficient and effective solutions.

Managing stakeholders requires knowledge about the interests of different parties involved and careful coordination to minimize damages to the overall business. Satisfied stakeholders are critical to the long-term sustainability of any project, and extensive problem-solving skills are required to handle them.

Problem solving is the ability to identify and analyze problems, develop effective solutions, and implement them efficiently. This skill is crucial in both personal and professional settings as it enables individuals to overcome challenges, make informed decisions, and achieve goals. By honing their problem-solving skills, individuals can enhance their critical thinking, creativity, and decision-making abilities, leading to increased productivity and success. Effective problem solvers are valued in the workplace for their ability to adapt to changing circumstances, think critically, and find innovative solutions to complex problems.

The Problem Solving test is created by a subject-matter expert

Testlify’s skill tests are designed by experienced SMEs (subject matter experts). We evaluate these experts based on specific metrics such as expertise, capability, and their market reputation. Prior to being published, each skill test is peer-reviewed by other experts and then calibrated based on insights derived from a significant number of test-takers who are well-versed in that skill area. Our inherent feedback systems and built-in algorithms enable our SMEs to refine our tests continually.

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Top five hard skills interview questions for Problem Solving

Here are the top five hard-skill interview questions tailored specifically for Problem Solving. These questions are designed to assess candidates’ expertise and suitability for the role, along with skill assessments.

1. Can you walk me through your process for solving complex problems?

Why this matters.

Problem-solving is a critical skill in any business or technical role, and a skilled problem solver should have a well-defined process for approaching complex problems.

What to listen for?

Listen for the candidate to describe a structured approach to problem-solving, including how they define the problem, gather information, analyze data, generate potential solutions, evaluate those solutions, and implement the best one. Look for examples of how the candidate has used this process to solve complex problems in the past.

2. How do you handle situations where you don't have all the information you need to solve a problem?

Problem-solving often involves incomplete or ambiguous information, and a skilled problem solver should be able to handle those situations effectively.

Listen for the candidate to describe their approach to handling incomplete or ambiguous information, including how they identify gaps in their knowledge, how they gather additional information, and how they make assumptions and test those assumptions. Look for examples of how the candidate has successfully solved problems with incomplete information.

3. Can you describe a particularly challenging problem you solved and how you approached it?

This question allows the candidate to showcase their problem-solving abilities and provides insight into their problem-solving process.

Listen for the candidate to describe a particularly challenging problem they solved, and how they approached it. Look for examples of how the candidate defined the problem, identified potential solutions, evaluated those solutions, and implemented the best one. Also, listen for how the candidate communicated their solution to stakeholders and how they measured the success of their solution.

4. How do you prioritize and manage multiple competing problems or projects?

Effective problem solvers should be able to prioritize and manage multiple competing priorities to maximize productivity and efficiency.

Listen for the candidate to describe their process for prioritizing and managing multiple competing problems or projects. Look for examples of how they've managed complex projects and how they've dealt with competing demands for their time and attention. Also, listen for how the candidate balances short-term and long-term priorities.

5. Can you give an example of a problem you encountered that required you to think outside the box to find a solution?

Innovative thinking and creativity can be valuable assets in problem-solving, and this question helps assess those skills.

Listen for the candidate to describe a problem that required them to think outside the box to find a solution. Look for examples of how they generated unique and creative solutions, and how they tested and refined those solutions. Also, listen for how the candidate communicated their solution to stakeholders and how they evaluated the success of their solution.

Frequently asked questions (FAQs) for Problem Solving Test

1. what is problem solving test.

A problem solving test is a process used to evaluate an individual's ability to identify and solve problems in a systematic and logical manner. It may be conducted as part of a job application process, in order to determine whether a candidate has the necessary skills and experience to perform a particular role.

2. How to use the Problem Solving test for hiring?

Implementing problem solving tests in the hiring process helps identify candidates with the ability to address issues swiftly, creatively, and effectively. These tests include various questions designed to measure critical thinking, reasoning skills, reading comprehension, and a potential employee’s overall ability to perform workplace duties. This method offers a thorough evaluation of each candidate's abilities and potential.

3. What roles can I use the Problem Solving test for?

Management, Project leadership, Team leadership, Project management, and Operations Logistics.

4. What topics are covered in the Problem Solving test?

Critical Thinking, Analytical or Logical Thinking, Decision Making, Contrasting, Evaluating and Selecting, Stakeholder Management, Problem Solving.

5. Why is Problem Solving test important?

Problem solving test questions are designed to measure critical thinking, reasoning skills, reading comprehension, and offer a more comprehensive view of each candidate and their abilities.

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Problem Solving Techniques

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The absolute first step of problem solving is ...

to be sure you know the answer

to be sure you've got the right cause

to be sure you are you

to be sure you've read the question

What's the most common reason for getting the wrong cause?

A problem might not have a cause at all

Fixing the symptomps will be enough

A problem might be it's own cause

There can be a common cause for two problems so we think one problem is causing the other.

What is the best type of thinking when solving a problem?

Use the logical part of your brain first, then the creative part.

Generate lots of ideas and then choose the best one.

Tap your intuition by running with the first idea that you think of. It will be the best.

Think inside the box.

When brainstorming, you should adopt this practice for the results.

Collect all the ideas, including the bad ones.

Throw out the bad ideas as you go along.

Separate the ideas generation from the judging process.

Use the same people for the idea generation and for the judging.

What should an effective problem solver keep in mind when thinking about creativity?

There are just three effective ways to increase creativity.

Creativity can help you identify a problem but not solve it.

Creativity is fixed -- you either have it or you don't

Creativity can be increased via many different techniques.

A problem can be:

An obstacle

The solution

A difficulty

The first step in solving a problem is:

Develop a solution

Reflect and review

Understand the problem

Investigate and research the problem

The solution to a problem is the

Steps you take to define the problem.

Steps you take to solve the problem.

Steps you take to make the problem worst.

Who would you ask to help you solve a problem?

Someone who solved the problem before.

Someone who failed at solving the problem.

Someone who has never experienced the problem before.

The final step to solving a problem is:

Investigate and research the problem.

Reflect and Review.

Develop a solution.

Understanding the problem means:

Figuring out the problem.

Checking to see if the problem worked.

Writing the steps to solve the problem.

Thinking of solutions.

Preparing to solve the problem might include brainstorming.

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• Case Studies
• Problem Solving

Problem solving skills are important to assess during the pre-employment stages of hiring. Use this test to assess a candidate's problem solving abilities.

• What is a problem solving skills test?

A problem solving test enables you to determine whether candidates demonstrate the skills necessary to solve a problem successfully.

The test evaluates individuals on their ability to identify problems, break the problem down into smaller categories and apply their analytical, logical, critical, and creative thinking to determine the best course of action in the given situation. Using these skills, candidates can then demonstrate their skills in resolving problems.

The test is a timed test that covers common scenarios encountered in the workplace where individuals need to problem-solve. These include reading, understanding, and interpreting data to make logical inferences, prioritising and planning based on identifying related patterns and relationships, and adjusting and creating schedules.

Jump to a section on this page:

Why is a problem solving test so important when hiring, how to assess problem solving skills using our test, problem solving faqs, identify the best candidates and hire faster.

Our pre-employment tests let you drill down to the best candidates at the click of a button.

Find those candidates who will excel in the role.

Select the assessments that match the skills or behaviours for the position. You can test for software or coding competency, soft skills like teamwork, or personality traits, to be sure those who pass have high potential.

Reduce costs and time.

No more laborious sifting of resumes or cover letters. Pick your ideal assessment mix, invite your applicants to take them, see the results in your dashboard. Get to the interview stage fast.

Eliminate bias.

All your candidates take the assessments on a level playing field. Only their results determine whether they get shortlisted.

Problem-solving is an essential skill required in many roles, no matter the type of industry or level of seniority.

Determining a candidate's approach to problem solving and proficiency in using the skills required to be an effective problem-solver is essential for recruiting the best candidates.

Often, determining an individual's problem solving skills is difficult to evaluate through an interview, application form, or resume alone. Candidates may state they can effectively solve problems, but how can you be sure that they can use their problem solving skills effectively and in practice when in the workplace?

The problem solving skills test overcomes this hurdle by providing you with an objective way to assess an individual's ability to solve problems.

Given that the test uses work-based scenarios to help identify an individual's skill level in solving problems, the test also has a number of additional benefits for recruiters. These include evaluating an individual's skills crucial to problem-solving such as their analytical thinking, logical reasoning , and critical thinking skills when determining the best way forward in any given situation.

Problem solving is a must-have skill for most candidates and one that is needed on a day-to-day basis for many roles. Due to this, the test can also be used in the recruitment process for several positions where the ability to identify problems, analyse and apply logical thinking is required to carry out the role successfully.

Examples of such roles include:

• Project managers
• Project planners
• Event planners
• Hospitality Managers
• Retail Managers
• Administration Managers
• Business Managers
• Administration assistants

More Soft Skills Tests

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Sample Problem Solving question

You are working in a manufacturing company specializing in organic health and beauty products. For the last six months, you have been part of a team working on the concept of a new men’s shampoo to be added to the existing product range. With the help of a junior employee, you have been overseeing the market research and have just finished conducting a large number of customer focus groups. Unfortunately, the evidence is overwhelming that the concept as it stands will not be successful after all of the team's hard work. What would you do?

Facilitate a brainstorming session with the team to find a way to adjust the product in a way that addresses the focus group feedback.

Suggest to the head of product development that you could organize additional focus groups to get further information before recommending any changes.

Use this project as a learning opportunity by identifying ways to improve the idea generation process in order to ensure more successful products in the future.

Recommend the company finishes developing the product then offer a free trial to a group of customers to see if the feedback is consistent with the focus groups.

Our problem solving skills test asks a variety of questions that vary in difficulty level. Candidates who demonstrate strong problem solving skills should be able to answer most of the questions correctly.

The problem solving skills test provides valuable insight into a candidate's ability to effectively solve problems. The test is structured using multiple-choice questions: a familiar format for most test-takers, that allows for instant and objective scoring.

As well as the correct answer, there are typically 2–3 distractors, representing common misconceptions and mistakes. This helps make the test more challenging, so a candidate's ability can be measured more accurately.

Test scores are provided to the user and can be compared to other test-takers in your talent pool, to see how they perform relative to each other.

Each test has been thoroughly reviewed to ensure accuracy and validity in line with industry standards. It has been written, examined and edited by I/O psychologists and psychometric professionals. It has also been reviewed by a diverse sample of job seekers to check for any issues including sensitivity, face validity, fairness and accessibility.

This test is continually monitored so our team can optimize performance and regularly assess fairness issues.

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For each of your candidates, you’ll be given a comprehensive report. Included will be all the metrics you need to build a detailed picture of each candidate and ensure you’re making the right hiring decisions.

“The platform is so simple to use. I had used competitor providers for over six years and will never go back. Fast, efficient and friendly!”

There are many skills required to be an effective problem-solver. An individual's problem-solving skills can be measured by assessing their skill in first identifying a problem. Then, analyse the situation, break it down into separate components, critically evaluate, and finally apply logical thinking to solve the issue.

There are many types of problem-solving that recruiters can test. They include the ability to identify patterns in relationships and use this to solve problems. Other types of problem-solving cover organisational and planning issues, solving related numerical issues or adjusting and creating schedules based on problems that arise.

Most roles in any industry require an element of problem-solving to be effective in day-to-day work activities. Examples of such occupations include those working in project management, business management, and the retail and hospitality sectors. It is worth remembering that problem-solving is a skill required at any level, not just in leadership or senior-level positions.

Problem-solving skills tests are designed to evaluate an individual's skill level in solving problems. Individuals must use their analytical thinking, critical thinking, and logical reasoning skills to determine the best course of action given the situation.

Problem-solving tests enable recruiters to get an objective understanding of an individual's skill in this area, allowing them to recruit the best candidates for their roles.

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Am I a Good Problem Solver? Quiz

Welcome to the "Am I A Good Problem Solver? Quiz," where you'll embark on a journey to uncover the depths of your approach to challenges and find out just how adept you are at solving problems. Problem-solving is a crucial skill that impacts various aspects of our personal and professional lives. This quiz is designed to help you understand your problem-solving style and provide insights into areas where you excel or may need some improvement. Are you an "Excellent Problem Solver" with a natural knack for strategic thinking, or a "Competent Problem Solver" who excels in adapting to unexpected challenges? Read more Perhaps you fall into the "Room for Improvement in Problem Solving" category, indicating potential for growth, or maybe you're in the "Developing Your Problem-Solving Skills" phase, where opportunities for improvement abound. Get ready to explore the depths of your problem-solving prowess and gain valuable insights into your approach to overcoming life's hurdles. Let's dive in and discover just how skilled of a problem solver you truly are!

Am I a Good Problem Solver? Questions and Answers

When faced with a challenge, what is your initial reaction.

You dive right in, eager to find a solution.

You take a moment to analyze the situation.

You seek advice from others before deciding.

You procrastinate and hope the problem resolves itself.

Rate this question:

How do you handle unexpected obstacles?

You stay calm and assess the situation.

You feel frustrated but quickly brainstorm solutions.

You reach out to others for help.

You get overwhelmed and avoid addressing the issue.

What role do emotions play in your decision-making process?

You keep emotions in check and focus on facts.

Emotions influence your decisions to some extent.

You often let emotions guide your choices.

Emotions tend to cloud your judgment and decision-making capability.

When working on a team project, how do you contribute to problem-solving?

Take the lead and suggest solutions to the problem.

Collaborate with others to find the best approach.

Support the team by providing ideas and feedback.

Let others take charge; prefer not to get involved.

What is your approach to learning new skills or information?

Actively seek out new knowledge and skills.

Learn as needed, depending on the situation.

Rely on others to teach you the skills.

Avoid learning new things whenever possible.

How do you react when facing a problem you've never encountered before?

Excited to learn and find a solution.

Confident that you can figure it out with time.

Anxious, seeking help immediately.

Feel overwhelmed and uncertain about where to start.

In a group discussion, how do you handle disagreements?

Present logical arguments to support your viewpoint.

Listen to others and find a compromise.

Avoid conflict by staying silent.

Get defensive and refuse to consider other opinions.

When setting goals, how do you approach potential challenges?

Break them down into smaller, manageable tasks.

Anticipate challenges and plan accordingly.

Seek guidance from others on goal-setting.

Avoid setting challenging goals altogether.

How do you respond to constructive criticism?

You appreciate the feedback and use it to improve.

You consider the feedback but may feel defensive.

Disregard criticism; it doesn't bother you.

You take it personally and become upset.

When faced with a time-sensitive problem, how do you prioritize tasks?

Identify the most critical tasks and tackle them first.

Prioritize based on urgency and importance.

Seek input from others on what to prioritize.

Feel overwhelmed and struggle to prioritize effectively.

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Quiz: test your logical thinking skills

Do you consider yourself a logical thinker?

Perhaps you’re the type of person who thrives on quizzes and the opportunity to solve a tricky problem. Or you might find logical thinking a real struggle at times, and realise you need to give your skills a rev-up.

Like it or not, the art of thinking logically is a crucial skill not only in daily life, but also for climbing the career ladder – in whatever field you may wish to pursue.

Whether you’re an architect drawing up building plans , a nurse administering medicine or even a detective trying to solve a crime, logical thinking is a factor in virtually every career there is.

And more often than not, numbers come into play, says Dr David Tay, a senior lecturer in mathematics at Deakin.

‘There are a lot of real-life situations where basic mathematical skills are using logical thinking,’ he says. ‘I think in Australia we have, in some cases, a reluctance to do that. Some people consider it too hard or maybe they don’t see the relevance.’

Dr Tay teaches maths to first-year university students, and says while many want to be engineers, some are not interested in doing the maths required for their chosen career.

‘If you are an engineer designing a bridge and you don’t get the calculations right, I don’t really want to be walking on that bridge. If you can’t even get the numbers right, the bridge may collapse, and someone could be seriously hurt or killed.’

Of course you could always plug some numbers into a calculator or computer , but it can be difficult to know whether the answer a machine gives you actually makes sense. ‘You still need to understand what the problem is trying to ask from you,’ Dr Tay says.

So how’s your logical thinking? Take our quiz below to find out…

Test your logical thinking skills

How many $2 doughnuts are there in a dozen, jill had 10 prize pigs. all but 5 died. how many does she have now, you have $98 and each cup of coffee costs $3. how many coffees can you afford, the multiple births association is having a picnic. there are 10 families going. some families have 2 kids, some have 3 and others as many as 6. how many families have 2 kids, look at this series: 7, 10, 8, 11, 9, 12… what number should come next, justin’s mum has three sons. the eldest is named michael and the youngest is named aaron. what is the middle son’s name, a postcard and stamp together cost $1.50. the postcard costs one dollar more than the stamp. how much does the stamp cost, barry entered his workshop at 6 o’clock. if he turned the clock upside down, which direction would the hour hand be going, there are 6 boxes of chocolates and you take away 3, how many do you have, six gardeners plant 6 trees in 6 minutes. how many gardeners will be needed to plant 60 trees in 60 minutes, career in maths.

What are your options for a mathematical career?

Senior Lecturer in Mathematics, School of Information Technology, Deakin University

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Logical Reasoning Tests

• 100 questions

Logical reasoning tests are a type of psychometric test used to measure your problem-solving skills. They come in various forms, but all have the underlying purpose of assessing your logical aptitude and your ability to draw conclusions from a given set of information.

What is a logical reasoning test?

A logical reasoning test is an assessment that measures your ability to interpret information, apply logic to solve problems and draw relevant conclusions. It is typically non-verbal and in a multiple-choice format, and requires the use of rules and deduction to reach answers, rather than prior knowledge.

That said, logical reasoning is actually an umbrella term for multiple types of assessment, and you may find you’re asked to take any one of the following five test types as part of a job application.

Deductive reasoning

Commonly presented as a series of word problems, deductive reasoning tests require you to apply top-down-logic; that is, you must draw the right conclusion from a set of given premises.

Typically, you’ll be presented with a short paragraph, or stimulus, detailing an argument, scenario or a number of stated facts, and a set of possible answers. Only one of these answers can be true, based on the evidence provided.

You may also be given a conclusive statement and asked to decide if it is true or false, or if there’s insufficient information to conclude either way.

Inductive reasoning

Unlike deductive reasoning, inductive reasoning tests ask you to make general inferences – probable conclusions based on a set of information, rather than unquestionable outcomes.

This is most often done through the use of shapes, patterns, sequences and diagrams.

You’ll need to quickly identify relationships and rules, then apply these to find the most logical answer from the multiple-choice options. This could be identifying the odd one out, filling in the missing part of a pattern, or finding the next part of a sequence.

Diagrammatic reasoning

Similar to inductive reasoning, diagrammatic reasoning tests offer visual representations of a problem and require you to make logical connections to draw a conclusion.

Questions often take the form of a diagram with inputs and outputs, and you’ll be required to select which processes from a list of operators would achieve the documented effect.

You may also be presented with sets of abstract sequences, given a standalone visual, and asked to select which set it belongs to.

Abstract reasoning

Abstract reasoning tests are essentially inductive and/or diagrammatic reasoning tests under another name.

They too require you to find relationships and rules between visual sequences, then apply these to select the correct image from multiple options, be it a missing part or a continuation of the sequence in question.

Critical reasoning

Critical reasoning tests are more akin to deductive reasoning tests, in that you’ll be dealing with word-based scenarios, arguments, evidence and conclusions.

These tests tend to evaluate a range of skills. Argument analysis is common, in which a question is posed, and a yes/no answer given with a supporting statement. You’ll need to decide whether the statement is a strong or weak argument.

Other question types involve scenarios and statements from which you’ll be asked to make assumptions, deductions and inferences based on the evidence provided.

Critical reasoning tests are most commonly used in sectors where evidence-based judgement is an everyday requirement, such as law.

Why do employers use logical reasoning tests?

As with any form of psychometric assessment, employers use logical reasoning tests as a way to filter applicants, most commonly in the pre-interview stages of selection.

Logic forms a fundamental part of day-to-day decision making. Our reasoning capabilities determine how effectively we interpret the world around us, and how we use what we know to be fact to inform our choices. As such, logical reasoning is a vital part of many job functions.

In administering a logical reasoning test, employers are evaluating how well you’re likely to perform tasks like strategy development, risk assessment and forecasting, as well as general problem solving.

Additionally, the ability to quickly discern patterns, understand complex relationships, and make logical deductions underpins successful innovation and creative problem-solving in dynamic work environments. Thus, logical reasoning tests also serve as a method for assessing a candidate’s potential to contribute to innovative solutions and strategic thinking in their prospective role.

Common logical reasoning test publishers

Below are listed five of the most widely used publishers of logical reasoning tests, each of which has its own approach to this type of assessment.

SHL publishes and administers both inductive and deductive reasoning tests, the lengths of which vary depending on the level of role applied for. Typically though, they last no longer than 25 minutes and follow a standard format.

Kenexa’s logical reasoning test focuses on inductive or abstract reasoning, with candidates required to assess and manipulate shapes and sequences. It also has a deductive reasoning test, which it refers to as verbal reasoning.

Cut-e offers both inductive and deductive reasoning tests, with individual variations of each. The layout of Cut-e’s tests is known to be somewhat different to other publishers, so if you’re taking one be sure to practice specifically for this format.

As one of the best-known publishers of psychometric and aptitude assessments, Saville’s logical reasoning tests are widely used. They’re offered as either abstract or diagrammatic reasoning and have a time limit of around 20 to 25 minutes.

Logical reasoning tests from Talent Q are adaptive, which means the difficulty rating of a question is related to your performance on the question prior. Do well initially, and they’ll get harder. Struggle, and they’ll become a little easier.

How to prepare for logical reasoning tests

The best way to prepare for a logical reasoning test of any description is to train your brain to think more critically – and that means practice.

Try making puzzles a part of your daily routine or use brain-training apps in your downtime. If you’re preparing for a deductive or critical thinking test , take an analytical approach to reading the daily news. Instead of simply taking things on face value, ask yourself questions based on the evidence provided, and whether or not it’s enough to draw solid conclusions.

And make sure you take plenty of practice tests. This will help you understand how to answer logical reasoning tests , and will make you familiar with many of the common relationships found in abstract sequences, including orientation, shading, rotations and reflections.

If you’re struggling to identify relevant rules, work backwards from the answer. The better you understand where and how certain rules apply, the more picking them out will become second nature.

As you progress with your practice tests, start taking them under exam conditions, including setting yourself a time limit. Pacing is a key skill in logical reasoning tests, as your score will not only indicate how many correct answers you gave, but how long it took you to answer each question. By broadening your practice beyond traditional puzzles and tests, you foster a more adaptable and comprehensive critical thinking skill set, better reflecting the dynamic problem-solving required in many professional environments.

Lastly, be sure to practice the right type of test. Ask your prospective employer which of the five types of logical reasoning assessment you’ll be sitting, and if possible, which test provider they use. This will allow you to target your preparation to the specific test format you’ll face on assessment day.

Prepare yourself for leading employers

Free example logical reasoning questions

Below you’ll find example questions for the different types of logical reasoning test. Answers to each are given below the set of questions.

For further practice, check out our free logical reasoning test questions and answers .

Deductive reasoning test

All footballers are fit and healthy.

All famous sports players are footballers.

Given that the above is true, which of the following is the logical deduction?

• All footballers are famous sports people
• All famous people are fit and healthy
• All famous sports players are fit and healthy
• All fit and healthy people are footballers
• All football players are men

Inductive reasoning test

How many triangles will be in the 6th shape?

Diagrammatic reasoning test

In the grid, one box is missing. You must work out what rules are being applied in the other boxes in order to work out which of boxes A to F will complete the grid.

Abstract reasoning test

Which of the boxes comes next in the sequence?

Using deductive reasoning, the only logical answer is 3. To get to this answer, you need to simplify the given facts. All famous sports players are footballers, and all footballers are fit and healthy.

• We can’t deduce that all footballers are famous sports people, as we haven’t got that information.
• We can’t deduce that all famous people are fit and healthy, because the fact is about famous sports people.
• This is the logical answer.
• This information is not given; all footballers are fit and healthy but we can’t logically link that all fit and healthy people are footballers.
• This is obviously incorrect, as gender is not mentioned at all in the question.

The number of triangles is increasing by 2 as you move along the sequence. I you continue to add 2 until you reach the 6th shape you reach 14, so the answer is C).

In the question the key rule is that the number of ‘star’ shapes in the central column must always equal the number of double circle shapes.

If there are no star shapes there should be no circle shapes. If there are three star shapes, there should be three circle shapes. Option F is the only one that abides by this rule.

Please note: shapes are not in a set position within this sequence. It is merely the presence of the shapes that is important. 1. There are always two squares in the frame. 2. There are always two circles in the frame. 3. There is always one triangle in the frame. So the answer is D).

Sample Logical Reasoning Tests question Test your knowledge!

If all roses are flowers and some flowers fade quickly, which statement must be true?

• All roses fade quickly.
• Some roses fade quickly.
• Some flowers are roses.
• No roses are flowers.

What is the next logical step if when you press button A, light X turns on, and when you press button B, light Y turns on? Assuming button A is pressed and lights X and Y are currently on.

• Press button B to turn light X off.
• Press button A to turn light Y off.
• Press button A to turn light X off.
• Press button B to turn light Y off.

Choose the statement that best reflects an understanding of the given premises: Premise 1: All managers are employees. Premise 2: Some employees are interns.

• All managers are interns.
• Some managers are not employees.
• Some interns are not managers.
• No interns are managers.

On a team of four people, two people can write code and three can design UI. If one person has all these skills, how many people only have one of the skills?

In a new brand of cars, Model X has better mileage than Model Y. Model Z has worse mileage than Model Y but is cheaper than Model X. Which of the following statements is correct based on this information?

• Model Z is the cheapest and has the best mileage.
• Model X is cheaper than Model Y.
• Model X has better mileage than Model Z.
• Model Y is cheaper than both Model X and Model Z.
• Model Y has the worst mileage.

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Logical Reasoning Tests Tips

1 read each question carefully.

It’s vital you understand exactly what is being asked of you, so be sure to read every question thoroughly. There may well be distractors in the multiple-choice options; picking one of these because you’ve misinterpreted the question is a common error.

2 Analyse the stimulus

In deductive or critical reasoning tests, it’s important to fully digest the stimulus before drawing your conclusion. Again, a simple misunderstanding can be the difference between scoring or missing out on a mark, so make sure you’re aware of all the evidence presented to you.

3 Work out your answer before looking at the options

When working with abstract sequences or patterns, try to get an idea in your head of what the missing piece or next part of the sequence is likely to be, before you look at the multiple-choice options. This will help you zone in on the right response, rather than get distracted by irrelevant choices.

4 Make notes

There may be several relationships in any given sequence, and in diagrammatic reasoning tests you’ll need to be aware of multiple processes. Make notes as you go through to keep track of your thought process. It will help you to work methodically and avoid confusion.

5 Pay attention to pacing

You only have a set amount of time to work through all the questions, so be sure to pace yourself. Typically, problems become more complex as the test progresses, so aim to spend less time on questions at the start. Good pacing takes practice. You want to work quickly but not to the detriment of your accuracy.

6 Don't panic

Logical reasoning tests can be a little daunting if you’re not used to them but remember, we apply logic everyday without even realising it. Stay calm and remind yourself that the steps you need to take are familiar to you, it’s just that the problem you’re solving is presented in an unfamiliar way.

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Logical Reasoning Tests FAQs

How are logical reasoning tests scored.

Logical reasoning tests are scored comparatively. That is to say, you’ll receive one mark for each correct answer, and your total score will be compared to the average results of other test-takers. Different employers may assess your results in different ways. Some will look only at your raw score against an average benchmark, while others may also consider your pace.

What are logical reasoning tests used for?

No matter the type of logical reasoning test used, you’re being assessed on your problem-solving and critical thinking skills. Employers are trying to determine if you have the required ability to interpret information, identify patterns and relationships, and draw solid conclusions. These are skills used on a daily basis in many job roles, so logical reasoning tests are widely used.

How is logical thinking measured?

Logical reasoning tests give a good indication of your lateral thinking skills by measuring your ability to analyse and interpret information to make evidence-based decisions – be they inferences, assumptions or unquestionable conclusions.

Why is logical reasoning important?

Logical reasoning is important in work-based environments because it is this skill set that allows you to work through many everyday business problems and come to the right resolution. Logical thinkers make decisions based on what they know to be true, rather than gut feeling; set achievable goals based on past performance; and approach complex problems in a systematic manner.

Where can I practice logical reasoning tests?

You can find practice tests for all types of logical reasoning assessments on our website, along with detailed answer explanations and guides. You can also find practice tests online from individual publishers which will help you get to grips with specific formats and time constraints.

Which employers use logical reasoning tests?

Logical reasoning tests are commonly used for managerial-level roles and above in many corporate job sectors, including law, investment banking and consultancy, as well as human resources, customer service and market research. It’s also likely you’ll be required to sit some form of logical reasoning test for acceptance onto a graduate scheme with many larger employers.

Reviews of our Logical Reasoning tests

What our customers say about our Logical Reasoning tests

Naveen Dabas

June 11, 2024

i think the uniqueness of the shapes define the intelligence in the test.

at first it seemed quite complicated then i think the common sense says that natural intelligence can crack the test.

January 17, 2024

It was a good test. Great variety of questions.

Some questions were too easy ,while some questions took a little longer to be solved. Overall the test was good. Considerations can be made to make the test a little more tough and challenging

Samuel Johnson

United States of America

December 24, 2023

Great service overall

Good question variety - the content of the test and the style differ slightly from the actual Korn Ferry test for which I am preparing.

South Africa

October 23, 2023

Fun & challenging!

I enjoyed the variety that this test offered. I would have preferred instant, question-by-question feedback over feedback at the end.

TheReal MacBen

Philippines

October 14, 2023

The varying patterns of the figures in each box, and what could be the next chain in that pattern.

I like how the test contained fun and interesting questions that needed logical thinking. However, it is not as complex as one test I answered, so the website should give an option of difficulty in tests.

MARTINE METIEKAM

September 26, 2023

Interesting

I have difficulty identifying the sequence. Honestly, I am not very familiar with the test. Thank you.

Andreas Karlsson

September 15, 2023

I found some of the patterns challenging at first but I do love to solve these little puzzles and recognize the patterns within

September 10, 2023

Take one peice at a time

each task was a test to see if you could follow the pattern, some were difficult but it was a nice brain teaser.

September 02, 2023

Quick access to test, without any unnecessary sale propositions

I should not have to create an account to just take a sample test. I am happy to make an account once I take 1 or 2 tests and see whether I want to create an account

Paul Kitchener

United Kingdom

August 29, 2023

Good prep for recruitment test

I liked that I could skip a question and come back to it if I found it difficult under the time limit

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Online Test - Online Logical Reasoning Test

Why should i take online logical reasoning tests.

Try out the given online Logical Reasoning tests to enhance your skills for clearing placement interviews and competitive exams.

Where can I take online Logical Reasoning tests?

IndiaBIX provides you with numerous online Logical Reasoning tests with detailed explanations that are easy to understand.

How do I clear the online Logical Reasoning tests?

You can clear the online Logical Reasoning tests by practising the given test exercises.

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   Home » Articles & News » Problem Solving Exercise – Try this quick logical reasoning test to see how you do!

Problem Solving Exercise – Try this quick logical reasoning test to see how you do!

• Problem Solving
• Young Professional

This 15-question online visual quiz can help you prepare for any logical reasoning tests you might do on a group assessment day interview. Give it a try!

Problem solving is a Young Professiona l skill that’s all about staying calm and thinking things through when challenges crop up in life and work. Logical reasoning sounds hard, but you do it every day – and it’s one of the most useful skills you will ever learn. When you feel lost and can’t see the forest for the trees, logical reasoning will guide you!

Why practice logical reasoning tests?

Logical reasoning tests are sometimes handed out to candidates on group assessment days and interviews. It’s really good to practice doing them before you ever have to do one in an interview. It helps you learn from your mistakes, so you can get better at thinking in a way that will bring you success in these tests. With the Assessment Day Test website, you can also practice experiencing time limits and get a feel for the test layout. This practice will get you familiar with logical reasoning tests so they won’t seem new and scary when you’re asked to do one in interviews.

Give yourself the edge over other less experienced candidates and have a go at one now!

Logical Reasoning Test – Easy Level

This logical reasoning test has 15 questions, with 70 seconds to answer each question. Your challenge this week is to play this quiz and see how you do.

For each question, you’ll have to use logic to fill in the missing symbol on a grid.

Now take the test and see how you do!

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Free Analytical Reasoning Test Questions Practice – 2024

What Is Analytical Reasoning?

Analytical reasoning, also known as logical reasoning , is a problem-solving method that focuses on identifying patterns and using logic to fill in missing pieces. This form of reasoning is slightly more detached from inferences and opinions, and places great emphasis on factual evidence. Analytical reasoning can be further simplified into two categories:

• Deductive Reasoning Deductive reasoning, sometimes called top-down logic, is the formation of a specific conclusion from a general premise or, in some cases, multiple hypotheses. Deductive reasoning is best for situations with multiple variables that must be accounted for and handled.
• Inductive Reasoning Inductive reasoning , also known as bottom-up logic, is the direct opposite of deductive reasoning as it forms plausible conclusions from a specific observation. Inductive reasoning works best when using context and practical intelligence to resolve an issue.
• Numerical Reasoning Numerical reasoning is the ability to apply logic to problems that include data, charts and graphs. Someone who has strong numerical reasoning skills is proficient in basic mathematical functions, statistical interpretation, and algorithms to name a few.
• Abstract Reasoning Abstract reasoning is the ability to identify patterns, extract main ideas, and analyze information. Abstract reasoning is an important factor of problem solving and decision making. This form of reasoning is complex and includes various aspects.

What Is an Analytical Reasoning Test?

Analytic reasoning tests are utilized by companies that wish to evaluate a candidate’s critical reasoning skills and their ability to pay attention to detail. This test is commonly administered for job seekers applying for mid- or high-level jobs that require a strength in mathematics. Management and human resource positions are also asked to partake in an analytical reasoning test so employers can measure their problem-solving capabilities. Depending on the role and company, participants may see one of three versions of the analytical reasoning assessment:

• Data Most common in the financial industry, the data heavy version of the analytical reasoning test supplies applicants with graphs, charts and tables with subsequent questions. The math aspect of the data version is usually simple, so the problem-solving method can be highlighted and evaluated.
• Written The written portion is used for leadership and management roles. Provided a passage, candidates must discern patterns and main ideas using the context and answer the multiple-choice questions that follow.
• Images The analytical reasoning test that focuses on image-related questions slightly resembles the non-verbal reasoning test. The applicant is supplied puzzle-like questions containing shape sequences and objects and must find the missing piece.

How to Prepare for an Analytical Reasoning Test?

Analytical reasoning test can be difficult to study for because it examines your raw critical thinking skills. If you are looking to optimize and improve your score, the best way to prepare is running through sample questions or completing online practice tests. By doing this, you can become familiar with the idea of the content and the learn how to pace yourself under the time constraint. Due to the acumen required for each question, preparing for the time limit is essential because many candidates find themselves skipping and guessing at the questions rather than dedicating time and effort to them. It is also helpful to understand the qualities employers are looking for by administering these tests, that way you can narrow your preparation.

Analytical Skills Test Sample Questions

• The facts prove the conclusion.
• The facts disprove the conclusion.
• Cannot say based on the information provided.

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