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Introduction

Questions can be a powerful tool for the teacher and questioning techniques can elicit valuable information. And, both questions and questioning can be challenging to do well: to borrow an old phrase about computers, "garbage in, garbage out." The following analyses of questions and recommendations on techniques are provided as guidelines for both oral discourse and written assessments.

Analysis as to thinking required

Knowledge -- recall specific information; avoid using solely knowledge questions.
Comprehension -- translate or interpret information, putting it in one's own words.
Application -- apply information to a novel situation.
Analysis -- examine elements of a whole, relationships among parts, or operating principles.
Synthesis -- organize information for a new solution or product.
Evaluation -- make judgements using information, with identification of the bases for them.

Analysis as to type of response

Closed questions have but a single correct answer; use them sparingly to assess whether students have achieved understanding of specific content or directions.
Convergent questions have a few correct answers; use them to elicit summaries or bring closure to a discussion.
Divergent questions allow for many answers to be correct; use them to open a discussion or elicit students' current understanding of a topic.
Open questions allow for almost all answers to be acceptable; use them as for divergent questions.

To view brief examples of 'analysis as to thinking required' please click a link below to access a movie or a transcript. Click on the view in quicktime link to open the movie in a stand-alone quicktime player for greater keyboard accessibiliy. This option is recommended for users of assistive technology. Divergent question: view clip | view in quicktime | view transcript