The Quadrants of Questions

The questions are arranged according to the three-level guide. Questions are sequenced chronologically but separated into three separate sections so you can practise the reading behaviours associated with each level.

I think that next time I plan for these methods of assessments, I should create a good series of questions, which could give me a better understanding of the learner’s knowledge.

“The way teacher questions are worded does make a difference in student response.” (Herman, 2008 pp. 16) Herman (2008) found that teachers were more likely to elicit extended answers through the use of more open-ended questions. After reading these articles, I was convinced that I needed to improve my own questioning skills, which lead me to use the SATIC model for a self-evaluation of my use of questioning in the classroom.

The line of questioning above is actually a perfect example of scaling up questions. The exploratory ones are to test the student’s basic knowledge (or memory) from the previous session. The guided questions were to help the student form a clear main idea for her body paragraphs. They were scaled up because once her memory was refreshed, she needed to form her topic sentences.

questions incorrectly. This reaction, from any student, will make them not want to raise their

For multiple choice, true/false questions and short answer, you may be asked about the following concepts or issues:

At the end of each part of the story, teacher must stop to ask a question that related to that part. For example, asking question after reading the “raising action

Constructed Response Directions: Read each question carefully and write your response in the space provided following each question. Your responses will be evaluated on content accuracy and organization.

The interview consisted of 11 questions prepared in advance to help provide insight into the types

Right There (Literal) Question: This is a factual question that you can answer by pointing “right there” on the page to find the answer. An example from The Odyssey would be, “What test did Odysseus pass that the suitors could not?” (Answer: Stringing his bow and shooting the arrow through a row of ax handles.)

The difference in the lower-level questions from the higher-level questions is that the lower level questions are one words answers whereas the higher-level question require some thinking and reflection. The lower-level questions are basic and the higher-level question are not, they are harder and require the students to maybe do some research or ask questions themselves. The higher-level question could also be personalized, while the lower-level questions

The questions are written at a level that is an appropriate level. The form did not use unfamiliar or technical terms. The form also had an easy to read format; it was not confusing or difficult to follow. The questions were clear and at a level that does not require a college degree to understand.

Teachers can use this theory in the classroom each and every day. These different levels or categories of learning can help the teachers to assess students in different areas. Bloom’s Taxonomy gives more options instead of just test students by written

First of all, I had initially deemed question six to be a bad question, when I assessed my pretest because only two of my students answered it correctly. However on the post test, this category saw significant growth moving from two correct answers to eight, and the girls went from a average score of one out of six to a three out of six, and the boys went from an average score of zero out of six to two out of six. Even though I was not able to teach this topic successfully the way I had anticipated, it showed me that I was still successful to a small handful of students.

Another consideration when designing questions is whether to include open-ended, closed-ended, partially open-ended, or rating-scale questions (for a detailed discussion refer to Jackson, 2009). Advantages and disadvantages can be found with each type: