In-class questions can help students recall information, to settle it more firmly in their minds, or they can prompt students to apply information, and process it fully. Recall questions concentrate on factual information that can be memorized. These are knowledge questions that test for content knowledge of the subject matter. Application questions concentrate on how that knowledge actually comes into play in the field. Both question types are important! Unfortunately, many teachers spend most of their time asking the basic recall type questions and never get around to the higher-level cognitive processing questions. Although learning the appropriate vocabulary for a topic is important, this type of question does not help students to acquire a deep, detailed understanding of the subject matter.1 Recall questions also don’t engage students beyond giving a single, simple response.
Application questions are the key to an effective discussion, in which students move beyond a single response and actively engage with the material and each other. Analysis, synthesis, and evaluation questions generally lend themselves to more in-depth discussion of the topic. For a really vigorous discussion, consider moving through the whole sequence below. Starting with a few knowledge-type questions is an excellent way to get students warmed-up. Guiding them through comprehension and application questions will ensure that they understand the topic before you get to the in-depth discussion.
| Type of Question | Explanation | Example |
|---|---|---|
| Knowledge | Simple questions that test for content knowledge of subject matter | What is the purpose of ___? Describe___? Who, what, where, how ? |
| Comprehension | Explain, interpret, give examples, summarize concepts in own words | Summarize the contribution of ___? In your own words, what is ___? |
| Application | Requires application of knowledge (use of rules, facts, principles) | How is ___an example of ___? How is ___ related to ___? Why is ___ significant ? |
| Synthesis | Requires combining ideas | How would you design ___? How would you suggest ___ accomplish ___? What might happen if you combine X with Y ? |
If you’d like to brainstorm some questions that will be of use in your class, come talk to one of the Learning and Teaching Technology consultants!
Citations
1. Wilen, W. (1991). “Questioning skills for teachers.” What research says to the teacher. Third edition. Washington, DC: National Education Association. (ERIC Document Reproduction No. 332 983).
2. Brualdi, Amy C. (1998). “Classroom questions.” Practical Assessment, Research & Evaluation, 6(6). Morgan, N., and Saxton, J. (1991). Teaching, Questioning, and Learning. New York: Routledge.
