Because persons and situations are interconnected and this can have consequences for behavior, some studies in psychological, social, and educational research have begun to focus on person-and-situation interaction. However, the measurement of person-and-situation interaction faces issues due to the complexity and dynamics of the processes involved that consist of individual and situational changes across time. This article follows the presented theoretical article on active academic learning by offering the format and possibilities of an integrated data-collection instrument for the learner in the homework or a self-acting requiring learning situation (the PSIQ) to measure the reasoning pathways for flexible decision-making. To this end, the PSIQ is part of the MCKAL test for assessing active academic learning. The structure of this article is threefold. First, an introduction of the main issues involved in measuring active academic learning while reckoning with person-and-situation interaction. Second, a description of the components and features of the PSIQ. Third, a translation of the presented PSIQ for the measurement of cognitive-educational psychological phenomena and person-and-situation interaction in general.