Questions whether used in classroom teaching or for oral / written Examination, are the most important tool for effective teaching & learning. Teachers are expected to have mastery over framing questions.

1. QUESTIONIN
G SKILL
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2. LEARNING
OUTCOMES
After the completion of this Presentation, you would know & understand….
The main Objectives of Education
The Components of Educational Objectives
Assessment Reforms in New Education Policy - 2020
Aims of Questioning
Benefits of Effective Questioning
Characteristics of good Questions
Points to remember while preparing Questions
Sample of Blue – Print of Question Paper
Types of Questions, their Features & examples
Learning Domains
BLOOM’S Taxonomy of Learning
Questions based on Bloom’s Taxonomy
Applying Bloom’s Taxonomy in framing Questions

3. THREE MAIN
OBJECTIVES OF
EDUCATION
 Creating A Good Human Being
 Creating A Good Citizen
 Preparing for life in the real world

4. COMPONENTS OF EDUCATIONAL OBJECTIVES
LIFE SKILLS KEY PRINCIPLES OF NEP - 2020 VALUES
Self-awareness Respect for Diversity & Local Context Punctuality
Empathy Equity & Inclusion Neatness
Problem solving Community Participation Dignity of labor
Decision Making Use of Technology Gender Equality
Effective Communication Sustainable Development Scientific Attitude
Interpersonal relations Upskilling National Integration
Creative thinking Emphasis of Conceptual Understanding patriotism
Critical thinking Recognition of Unique Capabilities Sensitivity
Coping with emotions Critical Thinking & Creativity Religious Tolerance
Coping with stress Continuous Evaluation & Review Courtesy

5. ASSESSMENT
REFORMS IN
NEW EDUCATION
POLICY- 2020
NEW EDUCATION POLICY: 2020
Emphasises on transforming assessment for optimizing learning and
development of all students with a focus on the following:
Features of Assessment:
 Regular, formative and competency-based.
 Promoting learning and development of students.
 Focuses on ‘assessment for learning’.
 Tests higher-order skills (analysis, critical thinking, and conceptual clarity
etc.)
 Helps entire schooling system in revising continuously teaching learning
processes to optimize learning.
 Continuous Tracking of Learning Outcome of Each Child.
 Board Examinations to be made more flexible with assessment of essential
skills.
 Assessment to focus on core concepts, higher Order and foundational skills.
 AI based soft wares to help track progress of students to enable them to
make optimal career choices.
 National Assessment Centre (PARAKH) will bring greater synergy in board
examinations conducted by different BoE.
 Self-Assessment & Peer Assessment.
 National Testing Agency (NTA) will work to offer a Common Aptitude Test of
high quality to eliminate the need of coaching for these exams.

7. QUOTES ON QUESTIONS

8. AIMS OF
QUESTIONING
 Increasing Attainment
 Enhancing retention
 Encouraging participation
 Testing preparation
 Arousing interest
 Challenging & motivating
 Judging the effectiveness of teaching learning
 Improving communication & social skills
 Developing ideals, attitudes and appreciations
 Strengthening learning
 Provides opportunities to articulate understanding
 Stimulating critical thinking
 Evaluating achievement of objectives
 Developing Healthy Competitive spirit

9. BENEFITS OF
EFFECTIVE
QUESTIONING
Using effective questioning in the classroom brings a host of
benefits, as it:
• Encourages students to engage with their work and each
other.
• Helps students to think out loud.
• Facilitates learning through active discussion.
• Empowers students to feel confident about their ideas.
• Improves speaking and listening skills.
• Builds critical thinking skills.
• Teaches respect for other people’s opinions.
• Helps students to clarify their understanding.
• Motivates students and develops an interest of a topic.
• Allows teachers to check students’ understanding.

10. CHARACTERISTICS
OF GOOD
QUESTIONS
A Good Question Should….
 Be stated clearly
 Be as short as possible
 Have the interrogative pronoun located at the
beginning
 Require students to examine one idea or concept at
a time
 Be arranged in a logical order
 Build from the simple to the complex
 Develop and examine concepts
 Require students to consider facts, concepts, values
& opinions
 Incorporate and utilize a broad range of thinking
skills
 Captures attention & interest
 Allows for a variety of acceptable responses.

11. POINTS TO
REMEMBER
WHILE
PREPARING
QUESTIONS
As per Maharashtra Govt. G.R. dated 20 Aug.2010.
1. Teachers’ questioning skills need to be developed.
2. Teachers are expected to prepare the question Bank & continue
preparing new questions to add to the question bank.
3. Papers prepared by external agencies should not be used.
4. Prepare& use open ended questions as far as possible.
5. Questions which demand creative responses.
6. Prepare questions based on variety of objectives like
Knowledge, Application, Understanding, Skill, Analysis,
Evaluation, Creativity etc.
7. Question based on rote learning or mechanical reply should not
be encouraged.
8. Read the content thoroughly & Decide the types of
questions to be prepared
9. Prepare the blueprint for proper distribution of
syllabus & weightage
10. Generate questions as per the type & weightage
decided

12. Blue-Print of Question Paper (Sample)
Sr. no. Name of
the topic
Marks
Q.1
(A)
Q.1
(B)
Q.2
(A)
Q.2
(B)
Q.2
(C)
Q.3
(A)
Q.3
(B)
Q.3
(C)
Chapter wise
Total with
options
1.
2.
3.
4.
5.
6.
Total
(without
options)
Total (with
options)
Class: Subject:

13. TYPES OF
QUESTIONS
 A Closed-Ended Question(CEQ) can be answered
with either a single word or a short phrase.
 An Open-Ended Question(OEQ) is likely to receive a
long or multiple answers.
Characteristics :
 Closed Ended Questions (CEQ) give us facts ,are easy
& quick to answer,& keep control of the
conversation.
 Open Ended Questions (OEQ) ask respondent to
think & reflect, give opinions & feelings,& take
control of the conversation.

14. FEATURES OF
OPEN-ENDED
QUESTIONS
 No fixed method
 No fixed answer/many possible answers
 Solved in different ways & on different levels
 Offer student room for own decision making &
natural mathematical way of thinking
 Develop reasoning & communication skills
 Open to student’s creativity & imagination
 Focuses on student’s understanding & ability to
reason & apply knowledge

15. Closed Ended Questions v/s Open Ended Questions
Does your teacher like you?
7
5 7
Find the area of the given rectangle.
 15 ÷ = 5
Which equipment is used to put out
fire?
What are the constituents of a
balanced diet?
What qualities your teacher
appreciate in you?
Find the length & breadth of the
teacher’s table & blackboard.
Calculate & compare their areas.
 = 7
What will you do if a sudden fire
breaks out?
Prepare a food chart of your family
for a week. Write its constituents &
find if it is a balanced diet or not.

16. Closed Ended Questions v/s Open Ended Questions
 Do you get on well with your boss?
 Who will you vote for in this
election?
 6+ + = 10
 Solve: 2x + 4 = 8
 What is the capital of Maharashtra
State?
 Tell us about your relationship with
your boss.
 What do you think about the 2
candidates in the election?
 + = 10
 Ali solved 2x + 4 = 8 & got 2,Susan
solved the eq.& got 6.Who is correct
& why?
 ?

17. Learning Domains
Cognitive
Domain
Intellectual
Capability
Knowledge
Thinking
Affective
Domain
Emotion,
Behavior
Attitude
Feeling
Psychomotor
Domain
Manual &
Physical Skills
Skill
Doing

18. BLOOMS
TAXONOMY OF
LEARNING
In 1956, Benjamin Bloom researched thousands of questions asked by
teachers, categorised them, and arranged the categories into a hierarchy
or taxonomy. He related the taxonomy to a ladder – the higher the rung,
the deeper the learning.
According to Benjamin Bloom, and his colleagues, there are six
levels of cognition:
Knowledge: rote memorization, recognition, or recall of facts
Comprehension: understanding what the facts mean
Application: correct use of the facts, rules, or ideas
Analysis: breaking down information into component parts
Synthesis : combination of facts, ideas, or information to
make a new whole
Evaluation: judging or forming an opinion about the
information or situation

19. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Original Revised
Noun Verb
1990s-Lorin Anderson (former student of Bloom) revisited the taxonomy

20. Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

21. Keywords for Questioning
Levels Keywords
Creating
Create, invent, compose,predict, plan, construct,
design, imagine, propose,revise, formulate
Evaluating
Judge, select, choose ,decide, justify, debate, verify, argue,
recommend, assess, measure, rate, prioritise, determine
Analysing
Analyse, distinguish, examine, compare, contrast,
investigate, categorise, explain, separate ,advertise
Applying
Solve, show, use, illustrate, construct, complete,
examine, classify, demonstrate, relate
Understanding
Explain, interpret, outline, discuss, distinguish, predict,
restate, translate, compare ,describe, summarise
Remembering
Tell, list, describe, relate, locate, write, find, state,
Name, define, identify

22. QUESTIONS
BASED ON
BLOOM’S
TAXONOMY
Lower Order Thinking Skills
1. Knowledge (Remembering)
Who wrote our National Anthem?
Which is the largest State in India?
How many centimetres in a metre?
2. Comprehension (Understanding)
Explain the process of photosynthesis?
What is the main idea of this story?
If we join two squares, what shape do they for
3. Application (Transferring)
Using longitude & latitude, how would you locate Africa?
Calculate the area of your bedroom in sq. foot.
Make a chart of the food habits of your family.

23. UNDERSTANDING
BLOOM’S
TAXONOMY
Higher Order Thinking Skills
4. Analysis (Relating)
Why did the second world war happen?
Why do we call some animals mammals?
Compare &contrast the height, weight & age of your friends.
5. Evaluation (Judging)
•What is your opinion about the compulsory promotions?
•Do you think social media is good for communication? Justify.
•Why do you think Dr. A.P.J. Abdul Kalam is so popular &
respected?
6. Synthesis (Creating)
•Put the given words together & form five sentences.
•Design a new layout of your room.
•How would our lives be different if we could fly like birds?

24. APPLYING
BLOOM’S
TAXONOMY
SCIENCE – SOLAR SYSTEM
 Remembering: List the planets in our solar system.
 Understanding: Why do planets go around the Sun ?
 Applying: Classify the planets based on their characteristics.
 Analysing: Compare & contrast the features of Earth & Mars.
 Evaluating: Write an essay on, for & against man’s
conquering other planets.
 Creating: Create a game or a model to explain the solar
system.

25. APPLYING
BLOOM’S
TAXONOMY
MATHEMATICS – TYPES OF TRIANGLES
 Remembering: Define the types of Triangles based on their
sides & angles.
 Understanding: Describe the features of a right-angled
triangle & an equilateral triangle.
 Applying: Classify the following
into types of Triangles.
 Analysing: Compare & contrast the right-angled triangle &
equilateral triangle.
 Evaluating: Justify why a right-angled triangle could neverr
be an equilateral triangle.
 Creating: Create or draw a figure which includes all six types
of triangles.

26. APPLYING
BLOOM’S
TAXONOMY
ENGLISH – Std. II – SLEEP IS NECESSARY
REMEMBERING
 How many hours of sleep do young children need?
 How do Bats sleep?
UNDERSTANDING
 What happens when you don’t get enough sleep?
APPLYING
 Observe and make a chart of your family’s sleeping and wake up time for one week.
ANALYSING
 Compare sleeping styles of birds, animals and fishes.
EVALUATING
 Judge the following statements (Right or Wrong)
1. Rama always sleeps wearing his jeans.
2. Meera is sleeping on her favourite bed sheet since last two weeks.
3. Zaid chats with his friends on mobile till late night every day.
4. Early to bed and early to rise makes a man healthy, wealthy and wise.
CREATING
 Develop the story of a child who became successful after he changed his sleeping habits.

27. APPLYING
BLOOM’S
TAXONOMY
Story Telling – Goldilocks and the Three Bears
 Remembering
Who was the biggest bear? What food was too hot?
 Understanding
Why didn't the bears eat the porridge?
Why did the bears leave their house?
 Applying
List the sequence of events in the story.
Draw 3 pictures showing the beginning, middle and ending of the story.
 Analysing
Why do you think Goldilocks went for a sleep?
How would you feel if you were Baby Bear?
What kind of person do you think Goldilocks is and why?
 Evaluating
Write a review for the story and specify the type of audience that would enjoy
this book.
Why has this story been told repeatedly throughout the years?
Act out a mock court case as though the bears are taking Goldilocks to court.
 Creating
How could you re-write this story with a city setting?
Write a set of rules to prevent what happened in the story.

28. Thank You