This document discusses best practices for creating effective questionnaires and exam questions. It provides tips for different types of questions, such as multiple choice, true/false, short answer, and essays. Some key points covered include using clear and unambiguous language, avoiding double-barreled or loaded questions, evenly distributing correct answers across options, and providing sample essay questions in advance to improve student preparation and learning. The document emphasizes designing questions that assess the entire syllabus and follow established exam patterns and formats.

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2. 2

3. Objectives
Know about questioning
Types of questionnaire
Objective types of paper
Quality in subjective type of paper
Improve self knowledge
Know way of evaluation
3

4. RULES OF WORKSHOP
1. Participatory
2. Discipline
3. Respect
4. Listen carefully
5. Clarification
6. Follow time
7. Relevant discussion
8. Switch off your mobile
phones during session
4

5. CENTRE FOR EDUCATION

6. ACTIVITY
TIME

7. 7

8. WHAT IS QUESTION?
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9. ALLAH IS THE ONE

10. WHY WE ASK QUESTION?
ALLAH IS THE ONE
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11. Connecting concepts
11

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13. Questionnaire
1.OPEN
2.CLOSE
3.COMBINATION

15. ACTIVITY TIME

16. WHAT ARE SOME
COMMON ERRORS
IN ASKING
QUESTIONS?
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17. Asking a difficult question to early
 Always asking same kind of
question.
Not using probing questions
Asking question only from the
brightest level or lowest level Child

19. ACTIVITY TIME

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21. Ask Direct questions & Indirect questions
Avoid rhetorical questions
Test student memory and
comprehension
Encourage creative thought and
imaginative or innovative thinking through
questions

22. WH Question Words
We use question words to ask certain types
of questions (question word questions).
We often refer to them as
WH words because they include the letters
WH (for example WH y, H o W).

23. Question Word Function Example
what asking for information What is your name?
about something
asking for repetition or What? I can't hear you.
confirmation You did what?
what...for asking for a reason, What did you do that for?
asking why
when asking about time When did he leave?
where asking in or at what Where do they live?
place or position

24. Question Word Function Example
what asking for information What is your name?
about something
asking for repetition or What? I can't hear you.
confirmation You did what?
what...for asking for a reason, What did you do that for?
asking why
when asking about time When did he leave?
where asking in or at what Where do they live?
place or position

25. which asking about choice Which colour do you
want?
who asking what or which Who opened the door?
person or people
(subject)
whom asking what or which Whom did you see?
person or people
(object)
whose asking about Whose are these keys?

26. why asking for Why do you
reason, say that?
asking
what...for
why don't making a Why don't I
suggestion help you?

27. how asking about manner How does this work?
asking about condition How was your exam?
or quality
how + adj/adv asking about extent or see examples below
degree
how far distance How far is Pattaya
from Bangkok?
how long length (time or space) How long will it take?

28. how many quantity (countable) How many cars are
there?
how much quantity How much money do
(uncountable) you have?
how old age How old are you?
how come (informal) asking for reason, How come I can't see
asking why her?

29. Ask Questions of:
Who … ?
What … ?
Why … ?
When … ?
Where … ?
How … ?
In What Way Might … ?

30. ACTIVITY TIME

32. Characteristics of a Good
Questionnaire
by Dr. Kenneth B. Hunt
· Questions worded simply and clearly,
not ambiguous or vague, must be
objective
· Attractive in appearance (questions
spaced out, and neatly arranged)
· Write a descriptive title for the
questionnaire
· Write an introduction to the

33. · Keep questionnaire uncluttered and
easy to complete
· Delicate questions last (especially
demographic questions)
· Design for easy tabulation
· Design to achieve objectives
· Define terms
· Avoid double negatives (I haven't
no money)

34. · · Avoid double barreled questions
(this AND that)
 Avoid loaded questions
(Have you stopped beating your
wife?
 Phrase questions for all
respondents

35. CHARACTERISTICS:
35

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42. In the choices:
 Statements not too close to the correct answer
 Statement based on common student
 True statements that do not answer the
questions
 Short options – and all same length
 Correct options evenly distributed over
A, B, C, etc.
 At least 3 alternatives

43. In the choices:
Statements not too close to the
correct answer
Statement based on common student
True statements that do not answer
the questions
Short options – and all same length
Correct options evenly distributed

44.  True/False
True/false questions are only
composed of a statement.
Students respond to the questions
by indicating
whether the statement is true or
false. For example:
True/false questions have only two
possible answers (Answer: True).
Like multiple choice questions,
true/false questions:

51. short answer questions make it difficult for
students to guess the answer.
Short answer questions provide students
with more flexibility to explain their
understanding.

53. Suggestions: Distribute sample possible essay
Question before the exam and make your marking
criteria slightly stricter.
This gives all students an equal chance to prepare
& should improve the quality of the answers
and the quality of learning without making the
exam any easier.

54. KEY POINTS
Make paper from whole syllabus
Do pre distribution of marks
Check time duration
Strictly follow set examination pattern
Exam Questions Types

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58. I would like to conclude on
two powerful thoughts
Surely Allah does not change the
condition of a people until they change
that which is in themselves
---Surah Ra’ad, 13:11

59. And help you one another in in
righteousness and piety, but help
not one another in sin and rancour
Surah Maidah, 5:2

62. THANK YOU

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