Summary - Why do we ask questions? - What questions do we ask? - Question can - FA & SA - What teachers are expected to do.. - Bloom's Taxonomy with examples.. - Convergent Vs Divergent question - Criteria for good test - Prepare students for - Avoid.. - Remember to..

1. Mizoram Board of School Education
JONATHAN LALRINMAWIA
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3. FINDING OUT
LEARNING WHY
ASSESSING
COLLABORATING
BUILDING FOR BETTER
SOLVING PROBLEMS
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4. WHERE
WHEN
HOW
WHAT
WHO
WHY
DESCRIBE.....etc.
The information we receive back will depend
very much on the type of question we ask.
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5. STIMULATE AND MOTIVATE
ENHANCE THE LEARNING PROCESS
CHECK FOR UNDERSTANDING
ENRICH THE ANALYTICAL SKILL
ENCOURAGE INVOLVEMENT
BRING OUT RELEVANT EXPERIENCES
INCREASE LIFE-LONG LEARNING
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8. To get information about learners’ ability
To get information about learners’ skills
development
To provide feedback to learners on their
progress
To provide feedback to learners on their
achievement
To see whether learning objectives are
being achieved
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9. To measure outcomes of
significance
To capture what the students
knows
To tap into higher-level thinking
and problem solving skills
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10. Teachers should be ............in choosing
......methods appropriate for ......discussion !
Teachers should be skilled in ........assessment
methods ........for instructional ............
Assessment, developing, decisions, skilled,
appropriate, instructional.
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11. Teachers should be skilled in choosing
assessment methods appropriate for
instructional discussion !
Teachers should be skilled in developing
assessment methods appropriate for
instructional decisions.
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13. Knowledge – to know about
Understanding/Comprehension – to
understand/comprehend
Application/Expression – to use/apply
knowledge and understanding
Analysis – to break down
Synthesis – to combine, to create
Evaluation – to judge
HOTS
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14. At this level, we are simply
remembering the facts about a
topic we are studying.
The student recalls or recognizes
the information
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15. Identification and recall of information
Who, what, when, where, how..
Describe..
Q. Write the names of greenhouse gases.
Q. Who are the various stakeholders of
forests?
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16. Here you should be able to show that
you understand the main idea about
the topic..
The student changes the information
into a different symbolic form.
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17. Organization and selection of facts and ideas.
Write …. in your own words.
What is the main idea of ...
Q. Write a note on how forests influence the
quality of our air, soil and water resources.
Q. What do you understand by sustainable
development?
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18. Knowledge and comprehension
levels
Low level
Encourage student responses to
converge or focus on a special
theme
Short, factual answers
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19. At this level, Bloom saw people being
able to use the information they had
learned in the study of the topic.
The student solves a problem using
the knowledge and appropriate
generalizations.
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20. Use of facts, rules, principles, apply knowledge
to new situations, questions like-apply,
change/modify, compute/calculate, solve,
utilize, estimate etc.
Q. During summer, if you go near the lake, you
feel relief from the heat. Why?
Q. Name the different modes of traditional
water harvesting method applied in your area.
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21. At this level, one needs to take apart the
information or knowledge one has gained
and look at the smaller elements that
work together to make up the larger
parts.
The student separates information into
component parts.
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22. Separation of a whole into component parts
Classify _____ according to ____.
Outline/diagram/web _____.
How does ____ compare/contrast with ____?
What evidence can you list for ______?
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23. This level is creative. Here you will think
about designing new things or using the
art to express your ideas.
The student solves a problem by putting
information together that requires
original, creative thinking.
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24. Combination of ideas to form a new whole
What would you predict/infer from _____?
What ideas can you add to _____?
How would you create/infer from _____?
How would you create/design a new ____?
What might happen if you combined __ with
____?
What solutions would you suggest for ___?
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25. Analytic and synthetic questions like-classify, compare,
contrast, differentiate, integrate, construct, analyze/
breakdown, examine, formulate/ generate/ create
etc.
Q. What are the causes of water/soil pollution in
your area? Discuss how you can contribute in
reducing water/soil pollution.
Q. “Deforestation leads to environmental
pollution”. Discuss the status of Mizoram in
this context.
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26. At this level, one is asked to give a judgment or
opinion and be able to support the decision.
The student makes qualitative and
quantitative judgments according to set
standards.
Questions that ask for judgment
No right or wrong answers
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27. Development of opinions, judgments or decisions
 Do you agree _____?
 What do you think about _____?
 How would you decide about _______?
Q. “Mizoram has received a large amount of rainfall
but the state has always faced water scarcity”.
Give any five reasons.
Q. “Dependence of man on nature is greater than
that of any other organisms”. Justify
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28. Application , Analysis & Synthesis levels
Higher level Questions
Questions that evoke student responses
that may vary greatly
Longer student responses usually
needed
Seldom determined to be right or wrong
More than one way to answer
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29. Plan …. well thought out
Word …. them simple, well-articulated
Keep……them relevant
Make ……them reasonable
Allow ……them to provoke thought
Format ……to be time specific
Grade …..to be manageable
Ask ……..challenging Questions
Evolve ……Process information
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30.  A good question must possess a very high
validity
 It must have a high reliability.
It must pick out the good students from the
poor i.e. it must possess high discriminating
power.
 It must be very comprehensive.
It must be easy to use.
Its administration and scoring must be easy and
there must be economy of time and effort.
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31. Reinforcing and revisiting learnt
concepts
Thinking for themselves;
Appropriate justification and reasoning
Extensive questioning
Both pre-planned and emerging
questions
A wide variety of question types
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32. Starting all questions with the same
stem/terminology
Focusing on a small population on
patterning questions
Asking too many short-answer, recall-
based questions
Making the sequence of questions too
rigid
Putting forward too many closed questions
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33. Create the Blue Print
Develop a Calculated time slot
Share an explicit Introductory Instruction
Inform the Structure in advance
Enable students to comprehend the
pattern
Make enough Resources available
….& Allow to GROW
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34. Q1. Write the names of greenhouse gases (K)
Q2. Write a note on how forests influence the
quality of our air, soil and water resources. (U)
Q3. During summer, if you go near the lake, you
feel relief from the heat. Why? (A)
Q4. What are the causes of water/soil pollution
in your area? Discuss how you can contribute
in reducing water/soil pollution. (H)
Q5. “Mizoram has received a large amount of
rainfall but the state has always faced water
scarcity”. Give any five reasons. (E) 34

35. 1. What do you understand by sustainable
development?
2. Who are the various stakeholders of forests?
3. “Dependence of man on nature is greater than
that of any other organisms”. Justify
4. Name the different modes of traditional water
harvesting method applied in your area.
5. “Deforestation leads to environmental
pollution”. Discuss the status of Mizoram in this
context.
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