398T Instructor Handbook 109

VII

Questions
and
Questioning Techniques
110 398T Instructor Handbook

Questions and Questioning Techniques

Note:
• = available in PCL (LB 250...) = PCL Call Numbers
Readings for Faculty:
• Bloom, Benjamin S. (Ed.). (1956). Taxonomy of educa-
tional objectives: The classification of educational
goals (Handbook I: Cognitive domain). New
York: David McKay. (LB 17 T3 v. 1)
•
Davis, Barbara Gross. (2001). Tools for teaching. San
Francisco: John Wiley and Sons. (LB 2331 D37)
» Chapter 10 - Asking Questions. pp. 82-90.
» Chapter 11 - Fielding Students' Questions. 2. The student will utilize different levels of questions in his
pp. 91-95.
as incentive in the development of students’ abilities to in-
quire into problems and solve them. If we are inquiring and
asking higher level questions of ourselves and our students,
they, in turn, will discover that inquiry is a valuable learning
tool.
Instructional Objectives:
Main Goals:
1. The student will become aware of the different levels
of questions and how specific levels can be utilized to
stimulate higher level student cognitive behaviors.
or her teaching.

•
McKeachie, Wilbert J. & Svinicki, Marilla. (2006).
McKeachie's Teaching tips: A guidebook for the
beginning college teacher (12th edition). Lexing-
ton, Mass.: D.C. Heath. (LB 1738 M35 2006)
» Chapter 5 - Facilitating Discussion: Posing
Problems, Listening, Questioning. pp. 35-56
Enabling Objectives:
1. The student will list at least 6 principles of good ques-
tioning technique (found in the Questioning handout).
2. The students will list and define the six levels of cogni-
tive thinking according to Bloom.

Readings for Students: 3. The student will develop at least three questions (in his
or her discipline) at each of the six levels of Bloom’s Clas-
Articles in this chapter: sification system.
* Developing Questioning Skills
* Some Thoughts on Questioning a. The student will be able to discuss why each ques-
* Specific Levels of Questions tion developed should be categorized in the specific
* An In-Depth Look at Bloom's Taxonomy level.
* Some Techniques for Developing Your Own Ques-
tioning Strategies b. The student will develop at least one objective
question at each of the six levels.
•
Davis, Barbara Gross. (2001). Tools for teaching. San
Francisco: John Wiley and Sons. (LB 2331 D37) 4. The student will audio-tape either his or her own teach-
» Chapter 10 - Asking Questions. pp. 82-90. ing or a class which he or she is taking. The student will
» Chapter 11 - Fielding Students' Questions. transcribe the questions which were asked during the
pp. 91-95. class and classify them into one of the six Bloom cogni-
tive levels.
•
McKeachie, Wilbert J. & Svinicki, Marilla. (2006).
a. If the student does not teach an actual class, he or
McKeachie's Teaching tips: A guidebook for the
she may develop and teach a 10-minute microles-
beginning college teacher (12th edition). Lexing-
son during which he or she will ask a minimum of
ton, Mass.: D.C. Heath. (LB 1738 M35 2006)
5 different questions. Two of these questions must
» Chapter 5 - Facilitating Discussion: Posing
be above the Comprehension level. The microles-
Problems, Listening, Questioning. pp. 35-56
son will be either audio- or video- taped to facilitate
later analysis.
Rationale:
5. The student will enumerate the problems encountered
The ability to ask and answer questions is central to all
in developing and utilizing questions in a college set-
learning. The advances which have taken place in our civiliza-
ting.
tion are largely the result of inquisitive minds and ingenuity.
We, as teachers, can provide a great deal of guidance as well
 398T Instructor Handbook 111

Suggested Activities: Sample Outline of Presentation on Questioning Skills:

I. General guidelines
1. In the week before this class session, create a Blackboard
discussion thread in which your students are to respond
A. Discuss the importance of questions in the learning
to this prompt:
process.

B. Identify techniques which can be used to enhance

To what extent should instruction be
a teacher’s effectiveness when utilizing questions to
“question driven?”
facilitate student learning.
To answer this, provide your own definition
C. Analyze the structure of questions to determine how
of what you think “question driven”
to ask them clearly and concisely.
might mean, the extent to which you feel
instruction should be “question driven” and
II. Classification of Questions
why.
A. Determine what types of thinking college courses
are supposed to develop in students.
When class convenes, explore how instruction can be
"driven" by student questions and by teacher questions,
B. Study Bloom’s Classification Scheme.
and the role your students feel each should play in the
teaching/learning process.
C. Write three questions at each level of Bloom’s
Scheme and discuss the characteristics of each.
2. Students read and discuss Principles of Questioning and
Teacher’s Checklist for Artful Questioning in this chapter.
III. Analysis of Classroom Questioning
3 Students, as a group, develop at least three questions at
A. Audiotape several actual classes.
each of the six levels of Bloom’s Classification Scheme.
B. Analyze the questions asked in these classes and
a. Discuss what makes the questions effective or inef-
classify them according to Bloom's Scheme.
fective.
C. Determine how the questioning skills of each in-
b. Develop one objective question at each level (i.e.,
structor can be improved.
multiple choice, true-false, fill-in, matching).
D. Practice questioning either in an actual class or in a
4. Students audio-tape either a class they teach or one
microteaching setting. (See Chapter 14 on Microte-
they are taking. They analyze and categorize the ques-
aching for more information on this technique.)
tions asked during this class using a form similar to that
included in this handbook.

5. Students discuss the problems encountered in devel-

oping and utilizing questions in a college setting. One
way to do this is for the group to critique the questions
developed in activity 3.
112 398T Instructor Handbook
Developing Questioning Skills
by
Karron G. Lewis
Division of Instructional Innovation and Assessment (DIIA)
The University of Texas at Austin
The ability to ask and answer questions is central to
learning. For more than two thousand years, since Socrates,
the question has been an integral part of teaching. Only
within the last decade and a half, however, has extensive
research been directed to questions and questioning strate-
gies. The information which has been generated from this
research indicates that teachers largely have been asking the
wrong questions. We have been focusing primarily on ques-
tions regarding the specific information students possess
rather than questions to promote learning.
The use of questioning skills is essential to systematic
investigation in any subject area. In such an investigation
1) one asks questions to identify the reason or reasons for
the investigation; 2) questions are asked to direct the search
for information and to synthesize what has been discovered;
and 3) the conclusions resulting from investigations are
evaluated via questions. However, using questions to assist
students’ investigations is a relatively new technique in the
schools. In the past, teachers primarily questioned students
to ascertain whether or not they were learning the book
content and to see if students were paying attention in class.
This shift in emphasis from solely learning content to
learning processes is to enable individuals to deal intelligent-
ly with their world and their lives. If students can analyze
their lives and the lives of others while in the school setting,
they will comprehend effectively their reality when they are
outside the formal school situation. Education today aims
at the creation of a rational being. A rational being does not
merely possess an effective memory; he or she must be able
to react to data. He or she must be able to think, and he or
she must be active in seeking an understanding to problems.
Questions should play a central role in the learning pro-
cess. Because of this, we as teachers need to plan our ques-
tions carefully. This doesn’t mean script writing; that would
negate creative teaching. However, it does mean we need
to carefully plan our questions by thinking through possible
questions which would guide the students toward further
investigation and a deeper understanding of the concepts
being stressed.
If a teacher utilizes questions effectively, students will
discover that the question is a very valuable learning tool. It
is a device through which they can organize their thinking
to achieve certain objectives. Students who ask themselves
questions as they deal with various learning situations will
provide themselves with data and will develop an awareness
of where there are deficits in data. This type of knowledge is
essential if students are to assume major roles in their learn-
ing process.
GENERAL GUIDELINES
Although it is essential that teachers ask questions that
bring out the educational goals they are seeking, there is
more to good questioning technique than simply asking the
proper question. The following principles were developed
by Richard L. Loughlin and provide an excellent set of guide-
lines for the teacher who wishes to develop good question-
ing techniques.
Principles of Questioning
I. Distribute questions so that all, including non-volun-
teers, are involved.
II. Balance factual and thought-provoking questions.
III. Ask both simple and exacting questions, so that the
poorer students may participate and the brighter
students may be extended.
IV. Encourage lengthy responses and sustained answers.
(Avoid yes-no questions, questions overlaid with after-
thoughts, fragmentary questions, and those that tug
or encourage guessing. NOTE: If you catch yourself
asking a yes-no question, add “Explain.”)
V. Stimulate critical thinking by asking: “To what ex-
tent?” “How?” “Under what circumstances?” “Why?”
“Compare (or contrast)...”
A. Avoid: “Does anyone know...?” and “Who can
tell us...?”
B. Allow time for thought. Wait until five or six
students want to speak.
C. Be a model of exact phrasing and coherent
thinking.
 398T Instructor Handbook 113

1. Phrase questions clearly, within the vocabu- 2. Since method cannot be divorced from content, teach-
lary limits of the class. ers must master their subject if they are is to perfect
their questioning technique. There is no substitute for
2. Make each question specific, short, and sound scholarship.
provocative.
3. Questions must be guided by definite aims. They should
D. Encourage students to comment on the answers be asked:
of classmates. • to test a student’s preparation
find out if students did their homework
1. Start the crossfire by asking, “What’s your • arouse interest
opinion of that answer...?” bring them into the lesson by motivating them
• to develop insights
2. Follow up promising leads, building on cause them to see new relationships
contributions. • to develop ideals, attitudes and appreciations
ask questions that cause students to get more
3. Tactfully curb aggressive students. (No than knowledge in the classroom
student or teacher domination should • to strengthen learning
prevail.) review and summarize what is taught
• to stimulate critical thinking
4. Don’t drop too quickly a student who develop a questioning attitude
seems unable to answer. If a student is • to test achievement of objectives
nonplussed, inquire “How can we help check to see if what has been taught “sank in”
out?”
4. Good questions are:
E. Never interrupt a student who is attempting to • purposeful
answer nor tolerate ridicule of an honest effort. (asked to achieve a specific purpose)
• clear
VI. Use the overhead technique: 1) question, 2) pause, (students understand what they mean)
3) name. • brief
(stated in as few words as possible)
VII. Ensure audibility, then refuse to repeat questions or • natural
answers (In large classes always repeat questions and (stated simply, in conversational English)
answers!) • thought-provoking
(they stimulate thought and response)
VIII. If a student asks a question, don’t answer it until • limited in scope
you’ve asked the class, “How would you answer that (only one or two points in chain of reasoning
question...?” called for)
• adapted to the level of the class
IV. Personalize questions (“Pretend you are ... what would (tailored to the kinds of students in the class)
you do?”)
5. There is a language of questioning. In addition to “what,”
X. Suggest partnership by inquiring, “How can we ... ?” the teacher should ask “why” and “how.” His or her ques-
tions should call upon students to explain, illustrate, jus-
tify, trace, discuss, compare, contrast, agree or disagree,
<<<<<<<< >>>>>>>> interpret, evaluate, and summarize.

Philip Groisser, in his 1964 book, How to Use the Fine Art 6. Question types that should be avoided include:
of Questioning, has also listed ten procedures and consider- • yes-no
ations for effective classroom questioning. (These draw one-word — Yes or No — responses:
“Does the square root of 9 equal 3?”)
Teacher’s Checklist for Artful Questioning • elliptical
(These are vague: “What about the League of
1. The teacher should pay attention to his or her question- Nations?”)
ing technique because it is a frequently used tool and • tugging
the way to good teaching. (These place emphasis on rote: “Come on, think
of a third reason.”)
114 398T Instructor Handbook
• guessing
(These encourage speculation rather than
thought: “How long do you think man has been
on earth?”)
• leading
(These tend to give away answers: “How do ing a question and calling upon a student to answer that
vitamins help to build strong bodies and make
up deficiencies?”)
• vague
(These don’t give students a clue as to what is
called for: “Tell us about concave lenses.”)
7. Questioning will be most effective when questions are:
• planned
• logical and sequential
• addressed to the entire class
• posed so students have time to think
• balanced between fact and thought
• distributed widely
• not repeated
• asked in a conversational tone
• designed to elicit sustained responses
8. Handling answers is an important part of the ques-
tioning procedure. The teacher should be prepared
to handle incorrect, partially correct, and fully correct
answers. Each type calls for careful follow-through.
9. Classroom discussion is based upon questions and
answers. To be effective discussions should be:
• significant
(concerned with something important)
• purposeful
(guided by a clear aim)
• socialized
(characterized by considerable student par-
ticipation)
• guided
(helped by the teacher’s questions and class
management)
• open and honest
(conducted so that students can reach their
own conclusions)
• ended with summary and conclusions
(tied up at the end so that students understand
what has been said, and why)
10. In training students for classroom discussion, students
should be trained to:
• speak up
• give complete answers that include facts and
reasoning
• agree and disagree politely
• wait to be recognized before speaking
Wait-Time
One questioning technique which is essential to the
development of higher thought processes is wait-time. This
is the amount of time that elapses between a teacher ask-
question. The average teacher’s wait-time is one second!! As
cited in Arthur Cavin and Robert Sund, in a research project
conducted at Columbia University by Mary Budd Rowe, the
following gains were reported when the teachers in the
project increased their wait-time:
Student 1. If you can prolong your average
Responses “wait-time” to five seconds or
Lengthen longer, the length of student responses
increases. When wait-time is very
short, students tend to give very short
answers or they are prone to say, “I don’t
know.” In addition, their answers often
come with a question mark in the tone,
as if to say, “Is this what you want?”
Whole 2. You are more likely to get
Sentences whole sentences, and the confidence as
expressed by tone is higher.
Speculative 3. Another bonus that results from
Thinking increased wait-time is the appearance
of speculative thinking (e.g., “It might
be the water.. . .but it could be too many
plants.”) and the use of arguments
based on evidence.
Shift to 4. If the wait-time is prolonged an
Student- average of five seconds or more,
Student students shift from teacher-
Behaviors centered show-and-tell kinds of behav-
ior to student-student comparing of
differences.
Students' 5. As you increase the wait-time,
Questions the number of questions
Increase students ask and the number of experi-
ments they need to answer the ques-
tions multiply.
Teacher’s 6. By increasing the wait-time,
Flexibility you buy for yourself an
Increases opportunity to hear and to think.
Teachers 7. Wait-time can change your
Revise Their expectations about what some
Expectations students can do. (Before
of Students teachers increased their wait-times, stu-
 398T Instructor Handbook 115

dents rated as slow or less apt by teach-

ers had to try to answer questions more
rapidly than students rated as bright or
fast.)
References
Teachers 8. As wait-time increases, teachers
Increase begin to show much more
Variety variability in the kinds of Aschner, M.J. (1961). Asking questions to trigger thinking.
of Their questions they ask. Students get more NEA Journal, 50, 44-46.
Questions opportunity to respond to thought
rather than straight memory questions. Bloom, Benjamin S. (Ed.). (1956). Taxonomy of educational ob-
jectives: The classification of educational goals (Handbook
<<<<<<<< >>>>>>>> 1: Cognitive domain). New York: David McKay.

To summarize, an increase in teacher wait-time sets an Carin, Arthur A., & Sund, Robert B. (1971). Developing ques-
atmosphere more conducive to productive questions on tioning techniques: A self-concept approach. Columbus,
higher thinking levels. Students also use the wait-time to OH: Charles E. Merrill.
organize more complete answers. Some guidelines to assist
you in using wait-time more effectively are presented below: Carner, R.L. (1963). Levels of questioning. Education, 83, 546-
550.
1. Increase your wait-time to 5 seconds or longer if
needed. Groisser, Philip L. (1964). How to use the fine art of questioning.
Englewood Cliffs, NJ: Teachers Practical Press.
2. Become aware of how long you wait for particular
students to respond after your question has been Hunkins, F.P. (1972). Questioning strategies and techniques.
stated. Consciously focus upon increasing your wait- Boston: Allyn and Bacon.
time for “slow” or shy students.
Loughlin, Richard L. (May 1991). On questioning. The Educa-
3. Avoid asking questions at so rapid a rate that you feel tion Fourm, 25, 481-82.
compelled to answer them yourself to move things
along. Pate, R.T., & Bremer, N.H. (1967). Guided learning through skill-
ful questioning. Elementary School Journal, 67, 417-422.
4. Include types of questions which call upon higher
cognitive skills rather than merely rapid-fire memory Sanders, N.M. (1966). Classroom questions: What kinds? New
questions. York: Harper and Row.

5. To encourage students’ participation, periodically
ask them to write their answers on a sheet of paper.
Then, after they have had time to come up with an
answer and write it down, call for volunteers to give
their answers.

6. Another method for encouraging participation is the

“Think-Pair-Share” technique. Ask a question, then
have the students write down their own answers to
the question. After the answers have been written,
ask them to pair up with another student and share
their answers. This encourages them to talk to each
other about differences in their answers and ask fur-
ther questions about the process/concept which was
part of the answer. Pairs can then share their answers
with the rest of the class. These may be written on
the board or overhead.
116 398T Instructor Handbook

Some Thoughts on Questioning

by
Division of Instructional Innovation and Assessment (DIIA)
The University of Texas at Austin

To put the emphasis on thinking into practice in a class-
room, teachers must present subject matter from sources
in addition to the text. They must develop a sensitivity to
ideas that are useful in instruction and evaluation. Pertinent
ideas take such forms as these:
1. A contradiction to information offered in the text.
2. A different interpretation or evaluation than offered
in the text.
“An important rule in framing questions is that ques-
tions designed for grading should reflect the same kind of
thinking used in instruction. It is wrong to ask a variety of
levels of questions in instruction but revert to the memory
category in evaluation. It is equally wrong to conduct in-
struction on the memory level in order to save higher level
questions for an examination. The best way to avoid these
errors is to compose examination questions and instructional
questions at the same time and make a determined effort to
keep them parallel.”

3. Additional evidence to support a point made in the text. Mistakes to Avoid

4. A different line of reasoning to arrive at a conclusion
made in the text.
5. A new example of the use of a generalization, value, defi-
nition, or skill developed in the text.
6. More recent or accurate information on a topic present-
ed in the text.
Some thoughts from Sanders:
“The textbook is weak in that it offers little opportunity
for any mental activity except remembering.”
As with any idea in education, a special concern for
questions poses certain dangers. Teachers who strive for
higher level questions may lose interest in the bread-and-
butter memory question. They become so intrigued with
sending students through intellectual labyrinths that they
neglect fundamental knowledge. They may tend to cater
to the capacities of superior students. Simple questions
designed for slow learners are just as necessary as complex
ones in all categories. Subjective questions are important
and have a challenge of their own, but should be mixed with
a liberal number of objective ones. There is satisfaction in
giving the one right answer to an objective question and be-
ing told the response is correct.

“A reasonable rule of thumb for an academic course is _______________

that a minimum of one-third of the time allotted to question- adapted from: Sanders, N.M. (1966). Classroom questions:
ing in both instruction and evaluation should be devoted to What kinds? New York: Harper and Row.
levels above memory.”

“While studying a topic in preparation for instruction,

the teacher should be on the lookout for the big working
ideas — the generalizations, values, definitions, and skills that
are important enough to deserve emphasis. These are the
ideas that best lead to higher level questions.”

“...the more knowledge a teacher has, the better chance

he/she has to fashion learning on all levels appropriate for
his/her students.”

“Another advantage of scholarship is that it gives a

teacher more confidence in subjective evaluation. The
teacher who avoids the synthesis and evaluation categories is
often the one who has not had enough experience in his/her
subject field to be able to give a convincing judgment of the
quality of a student’s work.”
 398T Instructor Handbook 117

Specific Levels of Questions

by
Karron G. Lewis
Division of Instructional Innovation and Assessment(DIIA)
The University of Texas at Austin

Structured Open-ended
Simpler cognitive abilities <--------------------------------------------------> More complex cognitively
Teacher dominated discussion Greater student involvement

Bloom: Knowledge -- Comprehension -- Application -- Analysis -- Synthesis -- Evaluation

Sanders: Memory -- Translation -- Interpretation -- Application -- Analysis -- Synthesis -- Evaluation

Aschner: Memory -- Reasoning -- Evaluating or Judging -- Creative Thinking

Carner: Concrete -- Abstract -- Creative

Pate & Bremer: Convergent -- Divergent

Figure 1: Different researchers' categorizations of cognitive levels.

It has been found through the research which has
been conducted in the past 15 years that questions may
be classified into levels. These levels have been devel-
oped into a hierarchy such that each successive level
requires the student to utilize more complex cognitive
processes to arrive at an answer. Figure 1 above shows
several of the better known classification schemes.
From an examination of Figure 2, it is evident that
memory is the only thought process upon which all other
kinds of thinking are based. Robert Gagne emphasizes the
need for acquiring broad, generalized knowledge (lower
level thinking which is primarily memory), before moving on
to higher thinking levels.
While the memory level of thinking is basic to all higher
thinking processes, the research shows overwhelmingly that
teachers use memory questions in over 70% of their teach-
ing time. It was also found that teachers overemphasize fact
questions in their examinations. An analysis of questions
used in textbooks also revealed that memory or fact ques-
tions are predominantly used here. If we expect students to
engage in more creative and stimulating thought processes,
we, as teachers, must encourage them by asking higher level
questions.
HOW TO CRITIQUE
YOUR QUESTIONING TECHNIQUE
In order to improve your questioning skills, you need to
determine what types of questions are presently being asked
during a typical lesson. Once present questioning levels have
been assessed, goals can then be set for elevating the levels
of these questions.
Procedure
1. To assess the types of questions which you ask, a video-
or audio-tape recording of a class needs to be made.
2. As soon as possible after the class is over, watch and/or
listen to the recording and choose a ten-minute seg-
ment for analysis.
3. Write down in its entirety each question that you ask
during this ten-minute segment; i.e., write out every
word from the beginning of the question up to the point
at which you cease speaking and wait for a response. (A
form such as the one on the next page may be used.)
118 398T Instructor Handbook

Question Analysis Form

In using Bloom’s Taxonomy to classify questions, the chart below may be used. Questions should be written on the left-hand
margin and then classified according to one of the six categories. If the questions, for example, are creative they should be
classified under either the synthesis or evaluation categories. In evaluating your questions you should endeavor, as much as
possible, to classify them objectively. You should not use, for example, the synthesis level unless you really think it requires
a student to put together information in his/her mind in a form new to him/her.

Compre-
Knowledge hension Application Analysis Synthesis Evaluation

1. What hypothesis would you make? x

2. How would you solve the problem? x

3. What inference would you make? x

4. What is the name of the capital of
Rhode Island? x
5. What would happen to the cake if
it were cooked 5 minutes longer? x
6. What is the most significant scene
in Hamlet? x
7. How would you find the area of a
triangle having two sides that are
equal? x

Totals 1 1 1 1 3 0

Figure 2: Sample Question Analysis Form

4. As you go over these questions, consider the following: 7. Do this type of analysis periodically throughout the year
to assess your progress.
a. What effects might your phrasing have had on the
student's thinking about the question? a. Into which category do most of your questions fall?

b. How could you improve the wording of these ques- b. How do your students respond to your question?
tions?
c. What were your goals for this class or lesson?
5. Next, focus your attention on the amount and complexity
of thinking required for your students to respond (silently d. Is there an alternative pattern of questioning you
or aloud) to each question. can think of which would better facilitate the
achievement of the goals stated in “6”?
6. Now, clasify your questions using the Bloom Taxonomy
categories (see the next page).
 398T Instructor Handbook 119

For our study of questioning levels we will use Bloom’s categories of educational objectives to classify questions. A summary
of this scheme is given below:

Highest

6. Evaluation: requires that the student make an

assessment of good or not so
good, according to some stan-
dards.

5. Synthesis: requires the student to find a
solution to a problem through the
use of original, creative thinking.

4. Analysis: requires that the student solve a

problem through the systematic
examination of facts or informa-
tion.

3. Application: requires that the student solve

or explain a problem by apply-
ing what he or she has learned
to other situations and learning
tasks.

2. Comprehension: requires that the student think on

a low level such that the
knowledge can be reproduced or
communicated without a
verbatim repetition.

1. Knowledge: requires that the student recog-

nize or recall information.
Lowest

Figure 3: Bloom’s Taxonomy: Cognitive Domain

120 398T Instructor Handbook
An In-Depth Look at Bloom’s Taxonomy
by
Division of Instructional Innovation and Assessment (DIIA)
The University of Texas at Austin
Now that we have looked at the broad categories of
Bloom’s Taxonomy and have the six basic cognitive levels
in mind, we need to dig a little deeper to appreciate the
possibilities for expanding our questioning repertoire. In
the following information, each of the six levels of Bloom’s
Taxonomy of the Cognitive Domain have been broken down
into several subcategories. A brief definition of the subcat-
egory is given for each one along with sample questions
which would be classified under that subcategory. Endless
possibilities for question development can result from know-
ing these subcategories.
Questions from the Cognitive Domain
1.00 Knowledge
Teachers need to know how to plan effective questions;
to do so they must understand the various types of ques-
tions.
1.10 KNOWLEDGE OF SPECIFICS
Questions at this level emphasize regurgitation of facts.
Questions at this level are easy to formulate and one rarely
needs practice. But, always ask yourself, “How is the response
going to assist students in obtaining greater understanding
of particular information?”
Examples: • How far is it from Austin to San Antonio?
• Who was the sixteenth president of the
United States of America?
• Which of the four colors is red?
1.20 KNOWLEDGE OF WAYS AND MEANS OF DEALING
WITH SPECIFICS
Questions at this level emphasize the knowledge of
processes of dealing with facts.
1.21 Knowledge of Conventions
In this category one needs to know accepted ways
of dealing with various types of information or situations.
Questions as to how a sentence should be constructed
as well as the meaning of various mathematical symbols
would fit here.
Examples: • What is the correct form for a friendly
letter?
• What are the two main factors influenc-
ing the effect a question has?
• What does the symbol, +, mean?
1.22 Knowledge of Trends and Sequences
Questions at this level ask about various phenom-
ena in relation to a time dimension.
Examples: • What were the events that led to the fall
of the Alamo?
• What can you say about population
growth in America?
1.23 Knowledge of Classifications and Categories
Questions at this level stress remembering certain
groupings of information.
Examples: • What are some kinds of poems in English
literature?
• What are the names of the five senses?
• Name the ten species of trees in the park.
1.24 Knowledge of Criteria
Questions at this level stress awareness of criteria.
Examples: • What are the four criteria for judging bul-
letin boards?
• What are the criteria for passing this
course?
• What conditions are required for fog to
form?
• What are two signs of poor dental care in
children?
1.25 Knowledge of Methodology
Questions at this level are concerned with a
student’s awareness of several methods or processes,
not in her ability to apply them.
Examples: • If a teacher wishes to individualize her
instruction, she should first do...
• What is the process by which an archae-
ologist can most correctly date an
artifact?
 398T Instructor Handbook
• What method of cooking first requires that
the food be sauteed?
• What method of teaching is used to teach
multiplication factors?
1.30 KNOWLEDGE OF THE UNIVERSALS AND ABSTRAC-
TIONS IN A FIELD
Questions at this level deal with knowledge of princi-
pals and generalizations, and knowledge of theories and
structures. Questions at this level ask only for awareness of
diverse abstractions. Being able to respond is only possess-
ing knowledge; it is not using knowledge. Often students
can verbalize generalizations without really comprehending
them.
Examples: • What is the basic structure of the disci-
pline of philosophy as presented in
class?
• From the study of various cultures what
can we say about the family?
• Which of the following describes the
atomic theory?
• Which of the following statements of
the relationship between the sun and
moon are true?
Words used with knowledge questions:
know repeat recall state
define record name write
memorize list relate select
what distinguish which where
when identify indicate acquire
who reorganize tell recognize
describe show
Questions from the Cognitive Domain:
2.00 Comprehension
Questions at this level determine by the student’s behav-
ior or response whether she understands the literal message
contained in the questions or communications.
2.10 TRANSLATION
Questions at this level focus on the student’s ability to
translate or paraphrase a communication from one form to
another. This could be translating an algebraic formula into a
written statement or repeating what an author meant in the
student’s own words. Knowledge is required, but the stress
is on employing this knowledge to understand particular
material.
121
Examples: • Translate this paragraph into Latin.
• Looking at the map on page 232, list the
ten highest elevations.
• What does the phrase, “smart as a fox,”
mean?
• Which of the following philosophies is
best represented by the statement,
“Cognition consists in forging ideal
tools or instruments with which to
cope with a given situation.”
2.20 INTERPRETATION
Questions at this level ask the responder to derive the
essential meanings of a communication. One is asked to
relate the different elements of the communication. This
category applies as well to art works, music, or events, as
well as to written or spoken words. The question is not what
did the author or material say, but what is the basic idea or
ideas, or message of the situation or writing. Sanders utilizes
this category throroughly and states that six categories of
relationships can be found in materials. One uses a com-
mon-sense level as opposed to an analytical approach in
answering.
Examples: • What does “singing the blues” imply?
• Which term does not belong in this
sentence?
• A lion is to pride as ______ is to flock.
• Explain why Paul is a developing charac-
ter in the story.
2.30 EXTRAPOLATION
Questions at this level require a student to translate
and gain a basic understanding of the material or situation
and also go beyond the situation to expand the informa-
tion. Questions here ask for making an inference. Drawing
conclusions from reading various materials is the major
emphasis of this level of comprehension.
Examples: • If the heat continues in Austin, what effect
do you think it will have on the park
swimming pools? On the attendance
at the pools?
• Using the maps showing how people mi-
grated in the past, where do you think
the greatest number of people will be
living in 2031?
• Looking at the graphs you made on plant
growth so far, how tall do you think
your plant will get?
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Words used with comprehension questions:
restate recognize identify review
discuss explain locate tell
describe express report infer
relate illustrate extrapolate rephrase
conclude reorder rearrange fill in
estimate extend assume predict
interpret translate inform prepare
read represent change
Questions from the Cognitive Domain:
3.00 Application
Questions at this level ask the students to apply what
they have learned. Students must use the information they
know; they are not told how to apply the information. Part of
the application is in the student selecting a process by which
she can use the information required. The main thrust of
application questions requires the student to deal with data
or solve some type of problem. If you teach a “hands-on” or
“discovery/inquiry” type program, students must be given
time to apply what they know.
Examples: • Looking at the map, state the possible
locations for the cultivation of wheat.
• Choose from the array of watercolors and
paint a picture of a rock.
• Select a series of chords and play them in a
chromatic sequence.
• Take the proper kind of wood and make a
spoon by whittling it.
• Look at the following paragraph and
correctly identify those words that are
serving the function of nouns.
• Take the bunsen burner, hose, equipment
on the table, and light the burner.
• Make a slide of your cheek cells.
• Write a short story using this week’s spell-
ing words.
Situation Examples:
1. You’re making a sandwich for your little brother and
cut yourself seriously with the knife. Dramatize the
steps you would take to handle this emergency situ-
ation. If the wound was not serious, what would you
do differently?
2. You’re a foreign student with limited English speak-
ing skills who has just arrived in the U.S. for the first
time. The person who was to meet you is not there.
a. How do you get your luggage?
b. How would you get in contact with the person
who was supposed to meet you?
c. What would you do if you could not get in
contact with that person?
Words used with application questions:
apply translate use operate
demonstrate interpret dramatize schedule
illustrate employ practice shop
sketch play paint mold
How would build choose restructure
Tell us test construct classify
indicate model solve Check out
plan Show your work
Questions from the Cognitive Domain:
4.00 Analysis
Questions at this level require a student to diagnose
material, situations, or environments. Students then sepa-
rate them into their component parts and focus on the
relationships among these parts to each other and to the
total structural organization.
4.10 ANALYSIS OF ELEMENTS
Questions at this level guide one in recognizing ele-
ments of materials or written communications.
Examples: • Study the pictures:
a. What features of the land allow cultiva-
tion?
b. Which vehicles would most likely be
used to travel?
c. Do the above answers tell you what
kind of occupation most people living
here would have? Why?
• In Mr. Reagan’s speech, which of his state-
ments are based on fact and which on
assumptions?
• After studying the chapter, tell what prin-
cipal tools and machines the people
use.
4.20 ANALYSIS OF RELATIONSHIPS
Questions at this level emphasize the relationships
among various elements in materials or communications.
 398T Instructor Handbook
The questions develop students’ abilities to determine
cause-effect relationships.
Examples: • How do the customs of a society relate
to the behaviors of members of the
society?
• Which of the following allowed the lava
from Mt. St. Helens to flow into the
Toutle River?
• Our principal told us that no talking could
be allowed in the cafetorium at lunch.
Analyze his reasoning.
4.30 ANALYSIS OF ORGANIZATIONAL PRINCIPLES
Questions at this level look at materials, environments
and written communications as a whole. Students must be
able to reconstruct the processes by which something was
done.
Examples: • How has the artist used color and value to
emphasize love and understanding?
• How does that song describe flowers in
the spring?
• After hearing your principal speak, what
would you say was his philosophical
base?
Words used with analysis questions:
analyze differentiate test inventory
compare appraise criticize question
distinguish calculate diagram relate
contrast experiment inspect explain
solve examine debate indicate the
categorize discriminate What assumption classify
describe recognize What do you Support your
Questions from the Cognitive Domain:
5.00 Synthesis
Questions from this category require that students or-
ganize information they have obtained or considered at the
lower levels of learning and produce results based on this
study. Instead of taking apart information as in the Analysis
category, Synthesis requires a student to put together in-
formation, often in a new way or form. This category allows
for the use of divergent-productive questions. This could
be called the creative category since one creates a whole
greater than the parts. After analysis, what can you say?
5.10 PRODUCTION OF A UNIQUE COMMUNICATION
Questions at this level require students to develop
123
a product that includes ideas, feelings and experiences
uniquely theirs. The production does not need to be totally
creative, but it does need to represent the producer’s indi-
vidual thinking and personality.
Examples: • Write a short story.
• Paint a picture.
• Work with three other people and write a
Thanksgiving play.
• Describe your interpretation of the
current drug problems in society.
5.20 PRODUCTION OF A PLAN
Questions at this level require one to produce a plan or
solution to a particular situation. Multiple-choice questions
cannot be written for this subcategory.
Examples: • Design a sand table so that you can study
different kinds of erosion.
• Offer two proposals to solving the
crowding in our school’s halls at lunch.
• Propose a plan for getting others in class
to be quiet when someone else is
talking.
5.30 DERIVATION OF A SET OF ABSTRACT RELATIONS
Questions at this level challenge one to develop hy-
potheses from previous analyses.
Examples: • What probable causes can you develop
for people using slang outside of
school and correct language in the
classroom?
• Why do you think people talk one way
about driving, then drive in an oppo-
site fashion?
• Since some birds migrate north to south
and a few east to west, what reasons
can you give for some migrating
northwest to southeast?
Words used with synthesis questions:
create design propose assemble
hypothesize compose formulate collect
invent plan arrange construct
set up organize manage prepare
think of a way develop make up suggest
synthesize what major hypothesis
what would be a solution formulate/put together
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Questions from the Cognitive Domain: Words used with evaluation questions:
6.00 Evaluation
judge rate revise assess
appraise value score estimate
Questions from this category cause one to make a
evaluate defend select check the
judgment about the value, for some purpose, of ideas, work,
measure indicate choose decide
solutions, methods, materials, communications, etc. These
What is
questions involve the use of criteria as well as standards for
Which woudl you consider
appraising the extent to which particulars are accurate, effec-
What is most appropriate
tive, economical or satisfying. One makes judgments in terms
of internal and external criteria.

6.10 EVALUATION IN TERMS OF INTERNAL EVIDENCE

_______________
Questions at this level require the student to analyze
adapted from: Bloom, Benjamin S. (Ed.). (1956). Taxonomy
data or conclusions from standpoints such as logical accu-
of educational objectives: The classification of educational
racy, consistency, and absence of internal flaws.
goals (Handbook I: Cognitive domain). New York: David
McKay.
Examples: • Indicate in what ways this is a beautiful
poem.
• According to the stated situation, which
is the most appropriate move the man
could take?
• Describe how well the principal used logic
in making his case.
• How well did the composition follow the
standard of harmony?

6.20 EVALUATION IN TERMS OF EXTERNAL EVIDENCE

This second type of evaluation may be based on the use

of external standards or criteria derived from a consideration
of the ends to be served and the appropriateness of specific
means for achieving these ends. Such evaluations are primar-
ily based on considerations of efficiency, economy, or utility
of specific means for particular ends. This type of evaluation
also involves the use of particular criteria which are regarded
as appropriate for members of the class of phenomena being
judged, i.e., in terms of standards of excellence or effective-
ness commonly used in the field or in a comparison of par-
ticular phenomena with other phenomena in the same field.

Questions at this level require the student to apply

known criteria to judge various situations or conclusions en-
countered or developed. Students must ask, how close does
something fit a set of criteria?

Examples: • Appraise the speech’s effectiveness based

upon the class’ criteria.
• How well has humanity used technologi-
cal knowledge?
• How effective has your method of research
been in supplying you with needed
data?
 398T Instructor Handbook
Some Techniques for Developing Your Own
Questioning Strategies
by
Division of Instructional Innovation and Assessment (DIIA)
The University of Texas at Austin
The following items give you some hints about how to
word questions in order to obtain the desired results from
students. Rather than asking students for merely factual
information, we need to stimulate them to think more deeply
about the implications of their answers and to develop cre-
ative responses.
SAMPLE QUESTIONS TO HELP YOU
GET STARTED THINKING ABOUT USING
QUESTIONING STRATEGIES IN YOUR CLASS
To involve students in investigations:
What do you notice about...?
What will happen if...?
If so, then...?
This is so, if, and only if, what?
Which is...?
If a...were a...then what would...?
To stimulate creative responses:
How would you do it better?
What would you do to improve the situation?
What if you changed the size, shape, color, or...?
What if you added or took something away from the...?
How would you design an investigation to find out...?
What hypotheses would you make about...?
How would you go about improving the experiment,
play, story, crossword puzzle?
What would be a better way to organize...?
How would motion affect the...?
What other uses can you think of for this object?
If you were going to design a better..., what would you
do?
If you were going to collect better data, how would you
do it?
If different materials were used in the..., what would hap-
pen?
To review a biography:
What stimulated the person to do the work that was
done?
Where did the researcher get the ideas for the problems
studied?
What procedures did he devise?
125
What effect did society have on her work?
Whatt effect did her work have on society?
Why do you think he was psychologically “turned on” to
do the work he did?
What did she achieve?
What kind of “self-concept” do you think she had and
how did she build it?
How did his work contribute to devising better insights
or procedures for resolving problems?
In what ways did she follow or deviate from what was
thought of as being the proper way to resolve
problems or create?
How did this book affect your feelings about people in
this profession?
_________ is a human enterprise. How does this book
illustrate this?
What did reading this book do to you as a person?
To have students analyze problems, experiments and
mathematical procedures:
What was the nature of the problem?
What was known?
What procedures were used in solving the problem?
How could these procedures have been improved?
What were the hypotheses?
What factors or variables were involved in the problem
or experiment?
What other factors might have been involved in the
problem or experiment?
How did this problem or experiment contribute to your
understanding of...?
How were the terms defined?
What data were collected?
What possibilities are there for further investigation?
 GUIDELINES FOR HELPING STUDENTS BECOME
INVOLVED IN QUESTIONING
The following questions can serve as a checklist for
teachers in order to determine if they have been providing
the necessary help for students.
• Did I provide an atmosphere which was nonthreatening
and which encouraged students to ask any kind of
question on their mind?
126 398T Instructor Handbook
• Did I schedule opportunities for students to discuss their
questions with fellow classmates, with me?
• Did I encourage student discussion of the consequences
of the questions they asked?
• Did I offer specific suggestions to students about how to
plan, recognize and implement particular question
types into certain strategies for processing informa-
tion?
• Did I provide students with opportunities to test their
questions in role playing or simulation?
• Did I, as the teacher, serve as an effective exemplar of the
good questioner?
• Did I sit down with particular students or the class and
discuss the dimensions of particular strategies and
the place of the question in these strategies?
• Did I assign opportunities for students to analyze the
questions of resource persons?
• Did I discuss with students the task of analyzing questions
they encountered in written materials?
• Did I schedule opportunities for students to react cogni-
tively and affectively to questions encountered or
planned?
ASK THE FOLLOWING QUESTIONS TO FIND OUT
MORE ABOUT YOUR CLASS
• Who did most of the work in this class?
• Who raised most of the questions?
• In what activities were learners engaged?
• Just what were learners doing?
• Do I find many students conversing in teams about topics
studied in class?
• Did the lesson reveal students doing things, or were they
listening primarily to me?
• Did I as teacher come across as the major performer?
• Are students taking advantage of learning centers?
• Am I helping my students become more independent, or
are they dependent on me for what they know?
KEY WORDS AND PHRASES FOR QUESTIONING
IN THE AFFECTIVE DOMAIN
Receiving (Attending):
Are you aware Do you appreciate
Have you heard Do you recognize
Will you accept Have you ever
Do you know Would you like
Do you prefer Are you interested
Indicate whether Is there a
Responding:
Are you willing Have you contributed
Do you observe Will you accept
Do you do Does it feel pleasant
Have you ever Are you satisfied
Do you practice Indicate which
Are you interested in Record how
Valuing:
Do you like Are you loyal to
Do you feel responsible for Do you accept
Have you become interested Do you agree
Have you started Identify those
Do you participate actively Rank order
List which Should the
Defend your stance
Organizational:
Have you judged Do you agree
Have you related In your own words
Does the statement imply As you view
Have you weighed alternatives In your opinion
Please explain
Characterization by value or value complex:
Are you willing How do you feel
Are you confident Is that just
What would you do What did you do
Explain how Is that your philosophy
Will you engage Which of the following
Indicate those
NOTE: Teachers must be aware that both cognitive and
affective domains interact concurrently.
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