While teaching at University of Hertfordshire last year I ran a small pilot program in using online surveys to assist students in identifying apparent contradictions in their moral intuitions and track how their views changed across time. A paper explaining the project, its rationale and results, called “Philosophy has Consequences! Encouraging Metacognition and Active Learning in the Ethics Classroom” has just been published in Teaching Philosophy (a journal I recommend for anyone in this line of work).
Huge thanks to my students and colleagues at UH for their help with this project and the paper.