A geometry teacher is designing an exam to assess students' understanding of right triangles. The teacher wants to design the exam in a way to promote student engagement.

While reminding students to study is important, it does not actively engage them in the learning process. This approach assumes students will take the initiative without providing them with opportunities to explore or interact with the content beforehand, which may lead to passive learning.

Providing a list of concepts can help guide students' studying efforts, but it does not inherently increase engagement. This method tends to be more instructional and might not stimulate students' interest in deeper exploration or application of the concepts related to right triangles.

Multiple-choice questions can assess knowledge efficiently, but they often limit critical thinking and engagement. They may encourage rote memorization rather than a thorough understanding of the concepts involved in right triangles, thus failing to promote a deeper interest in the subject.