What is the purpose of a question?via Terry HeickWhat is the difference between a good question and a bad question? Read: what the question is Of course, it depends on who you are asking. But it also depends on both abstraction (i.e. concepts of ‘good’ and ‘bad’) and functionality (i.e. purpose). For example, you cannot measure the ‘quality’ of a ‘thing’ without knowing its standard or purpose or intention. To be able to say that someone gave you ‘good’ directions would require A) the purpose of the directions to get you somewhere you wouldn’t be able to get without an explanation and B) that only the line was or might have been activated It will happen. It is easy to say with confidence that a recipe’s instructions are better than the result of that recipe (i.e. the dish) because in between the recipe and the effect (i.e. cause and effect) is human error. Or is it just human nature. Back to the difference between a good question and a bad question: What is the purpose of the question? Never mind the aesthetics of the thing – what is it supposed to do?
The difference between a good question and a bad question
First, let’s clarify our terms now and agree to rate quality as ‘good’ or ‘bad.’ , a ‘good question’ can be considered ‘good’ if it does what it is supposed to do. And it’s really simple. To put it a little more abstractly, a good question prompts questions that require more thought. Better questions. It clarifies and reveals. It causes thought, reflection, reconsideration, and maybe even a kind of hope. It’s confusing and obscure. It raises suspicion.
What is the purpose of the question?
Take a look at the questions ‘do what.’ Two of the most common functions of questions are knowledge assessment (assessment) or thought provoking (rhetoric). This can be drilled down further into (an almost infinite number of) sub-categories:
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Purpose: knowledge assessment to assess the strength/depth of knowledge to identify knowledge gaps to determine knowledge transferability
Purpose: induce thought to induce thought to induce emotion (effectively) to cause thought to induce further/extension thought to induce thought while the second dialogue interaction is to ensure make sure it achieves that purpose. Otherwise, it’s ‘bad.’ (See more 8 strategies to help students ask good questions.) (Note: not all questions expressing these characteristics are ‘bad’ and not all bad questions exhibiting these characteristics. This is just a general overview of ‘bad things’. question could be better’).
8 characteristics of a bad question
1. Whether Evaluation or Rhetorical, the purpose of the question is not clear or it does not achieve it (e.g. the question does not match the learning objective) 2. The question is ‘focused on the main’ it’ and/or distract from content or thoughts; the question is self-referential and self-centered3. Unusually high percentage of students failing the question (although the converse is not necessarily true) 4. Students who have demonstrated mastery of the content/standard in another way are ‘missing’ or otherwise ‘poor performance/answer’ to question5. The question seems to ‘pause’ or completely slow down the inquiry/Q&A process6. Successful ‘answering’ the question does not provide more benefit than ‘correctly answering the question.’7. The wording of the question is unnecessarily confusing or complicated (see #1) 8. The question does not intellectually provoke students or move them
Characteristics of a good question
1. The question achieves a clear purpose (whether Assessment or Rhetorical) 2. The question sheds light on the nuances of existing knowledge (as opposed to its own limitation on what a student can be). ‘answer it’ or not), reveals content genius or student genius3. Questions encourage understanding and transfer, not ‘success and performance’; it leads to broader and/or deeper thinking4. Questions in favor of refinement and improvement by itself, or better questions altogether5. Questions (more often) come from students, not teachers6. Questions that trigger positive emotions (again not all questions are good and not bad – these are just general guidelines) and/or productive connections (personal connections between students , cross-context questions, etc.) 7. Questions that ask students to synthesize multiple points of view or interpretations and unify multiple sources of information to produce a quality answer Read more: Which is a regular series8. The question can be answered in many ways
Good questions in class
In short, if you’ve made the purpose of the question clear (e.g. Evaluation and Rhetoric), all you need to do is improve its quality. slightly different from school because the roles are taken in most traditional classrooms. In the real world, good questions tend to be seen as such for their effect (e.g. if the respondent is unable to do so or it frames old information/situations in a new light) , we can say ‘That’s a good question.) In the classroom, students often have the burden of proving what they know, so the questions imply that they ‘get it’ and not (identifying knowledge gaps and providing ‘useful data’) is considered ‘good.’ However, creating an atmosphere of critical thinking in your classroom requires a shift from teachers and what they want to see to students and what they want to ask. Questions are often considered more important than answers not to glorify esotericism, but because they reveal so much. What students ask — in fact when they ask — can be elucidated. If they ask why soldiers fight a certain way, they are trying to figure out the right strategy. It could be a lack of background knowledge or confidence or engagement, or there really isn’t room or necessity for them to ask – or it’s just that they’re taking on a passive learning role at the moment. this. , they are understanding very complex macro concepts, including cause and effect. test? . An answer is some kind of climax or an outcome – an end, while a question is a beginning that can lead anywhere. The source, frequency, and quality of questions (not answers) in your classroom are among the best available to any teacher of any grade level and content area. any.Other NotesThere is some commonality between good and bad questions, including: form (e.g. multiple choice, open-ended, true-false, etc.) source (e.g. students, teachers, program developers curriculum, etc.) frequency (eg, , by minute, per class, daily, weekly, etc.)… and finally their purpose and context, their most conspicuous assessment.Read more: Handbook California Driving Guide | Top Q&A
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