1. Effective Questioning

2. Key Messages
Assessment is at the heart of effective teaching and learning
Assessment information is used to identify learning needs and adjust teaching
Three interrelated and complementary approaches support student achievement:
Assessment of learning
Assessment for learning
Assessment as learning
Learning Outcome: To establish PDST’s key messages in relation to Assessment
Key Points:
Assessment of learning = Summative
Assessment for Learning = Formative
Assessment as Learning = Students capacity to be self-aware and self-monitoring
Assessment for learning, assessment of learning and Assessment as Learning are interrelated and complementary approaches.
Assessment as Learning =
“For students to be actively engaged in creating their own
understanding, they must learn to be critical assessors who make sense of
information, relate it to prior knowledge, and use it for new learning. This
is the regulatory process in metacognition; that is, students become adept
at personally monitoring what they are learning,” “ Rethinking Classroom Assessment with Purpose in Mind “ Manitoba Education

3. Know the key elements of effective questioning.
Learning Outcome:
Enable teachers to use questioning to enhance teaching and learning in the classroom.
Success Criteria:
Know the key elements of effective questioning.
Identify strategies within AfL that contribute to effective questioning.
Use Bloom’s Taxonomy to develop deeper forms of thinking.
Become aware of common pitfalls in questioning.
Formulate effective questions for different subject/curricular areas.
As in Workshop 1 on Assessment we will explain and engage in the language associated with assessment.
Accordingly, we will present the aims/objectives of the workshop in the form of Learning Outcomes and Success Criteria.
Our Learning Outcome for this workshop is to .....
In order to achieve this learning outcome, the following success criteria are presented. The success criteria indicate how we will know we have achieved the learning outcome. Thus, in this workshop participants will....
Know the key elements of effective questioning.
Identify strategies within AfL that contribute to effective questioning.
Use Bloom’s Taxonomy to develop deeper forms of thinking.
Avoid the common pitfalls in questioning.
Formulate effective questions in your subject area.

4. Defining Assessment
“Assessment in education is about gathering, interpreting and using information about the processes and outcomes of learning”.
“It takes different forms and can be used in a variety of ways...”
Assessment in the Primary School Curriculum – Guidelines for Schools. NCCA 2007 p.7
Revisiting a definition for Assessment: A quick perusal of the literature on assessment in education yields a myriad of definitions. To clarify the term assessment we present two definitions. The first emanates from the NCCA who have provided comprehensive information on assessment in various publications and pamphlets and on their website This definition is presented on the new Junior Cycle section of the NCCA website: (A similar definition is included in their publication; Assessment in the Primary School Curriculum – Guidelines for Schools. NCCA 2007 p.7)
Assessment in education is about gathering, interpreting and using information about the processes and outcomes of learning . In this definition, assessment is about building a picture over time of both a student’s progress and/or achievement in developing knowledge, skills and attitudes (the outcomes of learning) and also on how the student learns (the learning process). The NCCA also emphasises that many assessment tools are available to teachers and these can be used to test and certify achievement as well as to plan appropriate learning tasks and activities for pupils in line with their ability and current learning status (a differentiated curriculum) or indeed to provide feedback on student’s strengths and to identify future learning goals.

5. Continuum of assessment
The NCCA state that assessment takes many different forms and can be used in a variety of ways. This is reflected in their continuum of assessment which suggests a range of assessment approaches that teachers may wish to use in their classrooms. (Assessment in the Primary School Curriculum, Guidelines for Schools, NCCA, 2007).
The methods range from observation and questioning as part of daily teaching and learning, to more formal and structured teacher designed tests, standardised tests, portfolios and student self assessment.
These provide a menu of complementary approaches from which teachers can select and use to build up a profile of a student’s learning on a short term (day-to-day) and longer-term basis.
It is also evident from this continuum that assessment approaches positioned towards the left of the continuum are those in which the student has a key role in assessing his/her own work while towards the right of the continuum the teacher plays a greater role in leading the assessment. It may also be suggested that the methods towards the right of the continuum are summative or assessment of learning approaches while those to the left of the continuum could be considered as formative or assessment for learning. Self assessment and peer assessment may also be regarded as assessment as learning.
It is important to note however, that because the same assessment approach (a teacher designed test, for example) , can be used both formatively (assessment for learning) or summatively (assessment of learning), the terms formative assessment/assessment for learning and summative assessment/assessment of learning make much more sense as descriptions of the function that assessment data serves. (Embedded Formative Assessment. Dylan William. 2011
NCCA, 2007

6. Questioning
Approximately 80% of a teacher's school day goes on asking questions (Stevens 1912)
More contemporary research on teacher questioning behaviours and patterns indicate that this has not changed
As per slide.
Make the point that even since the research of 1912, little has changed.

7. Short activity
How many questions do you think you ask each day in class?
This short activity gives teachers an opportunity to reflect on their own practice and also to reflect on the number and types of questions that they ask.
The activity can be done in pairs and then feedback given.
Give time for discussion after feedback.

8. DID YOU KNOW THAT….
Approximately 15% of classroom time is devoted to those 350 questions asked per day. However, very few are planned questions and as a result, are often low level, mundane questions. In fact, when analysed, only around 20% of questions actually require any thinking from learners…..
(David Spendlove, Putting Assessment for Learning into Practice 2009)
Refer to both the number of questions asked per day and emphasise the quality of questions.
As the research shows there is much that can be achieved when questioning is planned.
The important point here is to reflect on this in the context of our own classroom practice.
Do I really extend my pupils with the questions I ask?
Do the questions I ask seek a deeper understanding and require a lot of thinking or do I concentrate on simple information retrieval?

9. Why do students in school ask so few questions?
Lack of opportunity
Lack of interest – not worth answering
Fear of failure
Not enough time to think
Don’t know how to ask questions
Teacher only asks the bright/same pupils
Teacher asks too many questions at once
Teacher is looking for one answer
Teacher answers the questions themselves
Put up the title of the slide first and ask the question.
After feedback the remaining suggestions can be shown….one would expect that many of these will have been mentioned already.
There may not be a culture of asking questions in the classroom/school. There may be a culture of encouraging the pupils to think.
You can use the following verse from the American songwriter Harry Chapam to illustrate the idea that teachers & teaching styles differ. This song written about a child who was asked to draw a flower in class. As the child had imagination he drew all sorts of colours in the flower. The teacher insisted that flowers have very few colours – as per verse. She succeeded in changing the child’s perception. When the child moved to another town & was asked to draw a flower he did so as he was taught! The new teacher was amazed at his narrow view and told him that flowers had many colours – as per his imagination.
‘Flowers are red and green leaves are green. There is no need to see flowers any other way than the way they have always been seen’.
Again the slide should be making teachers reflect on their own classroom practice.

10. The purpose of questioning 1
(Morgan and Saxton, 1991)
to check on prior knowledge and understanding
to stimulate recall
to keep students actively involved
to focus pupils’ thinking on key concepts and issues
to help pupils to extend their thinking from the concrete and factual to the analytical
These slides attempt to summarise the purpose of questioning.
As we can see from Morgan & Saxton questioning helps not only the pupil but also the teacher.
One of the first functions of questioning in a class is to check what the pupils already know and therefore build the learning around this.
It is a very effective way to keep the student actively involved in his/her learning. It also, if done correctly, extends the student and stimulates deeper thinking and problem solving skills.
For the teacher it provides valuable immediate evidence of what learning is taking place and also how to proceed – whether to go back over material, quicken the pace of the lesson or slow down

11. The purpose of questioning 2
( Morgan and Saxton, 1991)
to promote reasoning, problem solving
to give opportunities for students to openly
express their ideas and thoughts
to enable students to hear different explanations of
the material by their peers
to pace lessons and moderate student behaviour
to evaluate student learning
We can see that questioning is a very effective way to extend the student & develop deeper meaning. By encouraging participation & discussion students will hear different points of view from their classmates which will in turn make them reflect on their own views.
Questioning is a straightforward means of evaluating student learning.
We are still looking at questioning in general terms.
These suggestions by Morgan & Paxton are quite broad and relevant to all subjects & contexts.

12. What are the elements of effective questioning?
Task
What are the elements of effective questioning?
Give adequate time for discussion.
Take feedback which may be written on flip-chart. Note salient points.
Continue discussion based on feedback.
John Dewey “What’s in questioning you ask? Everything.
It is a way of evoking stimulating response or stultifying inquiry.
It is, in essence, the very core of teaching”.

13. Effective questioning
Questions must have a purpose
Why am I asking this?
What am I trying to teach and what do I expect students to learn?
If we agree on what the purpose of questioning is then we must come to an understanding of why am I asking a question?
There are a few key points to be made here re. questioning:
Most common form of interaction between teacher and pupil – part of all lessons.
Common way to differentiate content
Integral part of Assessment for Learning
Effective questioning gives the lesson purpose & direction.

14. Effective questioning
Linked to learning outcomes & success criteria
Involves all students
Encourages students to think for themselves & become critical thinkers
Deepens understanding
As we can see from the slide effective questioning is very much planned. Teacher must be very clear on the Learning Outcomes & as a result questioning should be linked to & support the Learning Outcomes.
“ More effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of children’s understanding”. Black et al 2003 Assessment for Learning, Open University Press.
We can see that effective questioning is very much linked to the reasons we noted for ‘The purpose of Questioning’
Quite often in a classroom setting a teacher will ask a question . Hands will/maybe raised and in many cases the teacher will select the student who will give the correct answer. Other students notice this and in effect questions will be directed at a small number of students. Effective questioning on the other hand should involve all students no matter what their ability.
It should also be noted that ‘the correct answer’ is not the goal. The aim is the process involved in reaching the answer.

15. Effective questioning
Promotes discussion
Teacher is more interested in what the student thinks and why rather than the correct answer
Wait time is allowed
Effective questioning can encourage students to discuss issues/points. This is very useful as it develops understanding and improves learning.
Remember the goal is not necessary the right answer. The goal is to develop critical thinking – the emphasis should be on the process rather than the answer.
It should also be noted that ‘the correct answer’ is not the goal. The aim is the process involved in reaching the answer.
By using Wait Time the teacher is attempting to extend the pupil & make the pupil look for a deeper meaning and understanding. We will be looking at Wait Time in a little more detail in a while

16. Effective questioning
Followed by respectful and valid feedback from the teacher to promote a climate of enquiry
Includes both Closed questions to elicit knowledge/understanding and Open questions to promote higher order thinking and to extend learning.
Feedback is an essential element in the learning process. If I ask a question I will receive feedback from the pupil(s). As a teacher I must then use these answers to give feedback to the pupil(s) that will help them clarify their own thinking and maybe push them to dig a little deeper. The way in which we give oral feedback can have implications for the learner. It can reinforce a student’s sense of failure & lack of ability e.g. depending on the teacher’s tone of voice, body language, even the words the teacher may use..
Shirley Clarke says that “ effective feedback involves being explicit about success criteria”. Improvement suggestions need to focus on how best to close the gap between current performance and desired performance, specific to the learning outcomes in hand.
Feedback should focus on what the student needs to do to improve rather than how well they have done.
The feedback should contain a recipe for future action.
At this stage draw their attention to Open & Closed questions – basic ideas behind them. There will be more on these later.

17. Effective questioning
Results in students being more likely to
Develop a fuller understanding of an idea because they have tried to explain it themselves
Link ideas with existing knowledge
If questioning is planned and linked to learning outcomes it can be a powerful tool in shaping student learning. This is especially true of open questions where the students are more likely to engage in the learning process because they have been given time to reflect and also the positive feedback helps to direct future learning.
One of the key elements in student learning is the ability to link new material with what the student already knows.

18. A Safe Environment There is mutual respect
All responses are acknowledged
Partially correct answers are valued
Ample wait-time is provided
Self-correction is encouraged
Group work
Time for discussion
Preparation is rewarded
Review the responses given earlier as to why students ask so few questions.
If we think back to what was said earlier as to why students ask so few questions we can see clearly that in a safe environment there is a much higher chance that pupils will engage with the teacher in the learning process.
There are a number of areas here that we as teachers are trying to develop particularly a climate where the students want to ask questions and feel safe in doing so. A climate which is safe and positive and where all answers are accepted and acknowledged.
We can see here that the role of the teacher is crucial in fostering this positive classroom environment.

19. Questioning that fosters student achievement
allow three to five seconds of wait time after asking a question before requesting a student's response
encourage students to respond in some way to each question asked
If we want students to give meaningful responses then we can use these two simple strategies.
We are also trying to create a positive environment where all students feel valued & respected. Therefore all responses should be valued & respected.

20. Assessment for Learning
Wait Time
Do I provide enough time for students to answer?
One of the key areas in AfL is Wait Time i.e. the amount of time the teacher gives before accepting a response/answer.
Rowe (1974) ‘Relation of wait time and rewards to development of language, logic, and fate control’ found that teachers leave approx. one second before answering an unanswered question or asking someone to answer it.
Therefore in my own classroom ‘Do I provide enough time for students to answer?’ Do I give them time to think about the question? Do I allow students to discuss the question with another pupil before they respond or Do I look for an immediate response?
Where languages are concerned, “Do I allow enough time for students to formulate an answer?”
It is suggested that a teacher should allow about 5 seconds after a question has been asked before looking for a response/answer. 20

21. How long is five seconds?
From now…
…to now
Time 5 seconds.

22. Impact of Wait Time on Student Learning
increased wait time
more time to think
more varied answers
longer answers
better quality answers
more students answering
more questions
discussion
Shirley Clarke (2005) ‘Formative Assessment in Action’ outlines a number of benefits of Wait Time has on the classroom discourse i.e. having more time to think generally leads to improved & better quality answers. It leads to more & greater student involvement; prompts more questions and deepens discussion.
Something as simple as waiting 5 seconds can have such a positive effect.
It is important that if you decide to introduce this new strategy into your classroom then you inform the students of what you are going to do & why. 22

23. Impact of Wait Time on Student Learning
increased wait time
more confidence
failure to respond decreases
students challenge/improve answers of other students
more alternative explanations offered
This extra wait time gives students more confidence and their responses are therefore less hesitant and much more confident.
Other points as per slide 23

24. More benefits of “Wait time”
Calming impact
Great for the struggling learner
Avoids same student answering
Apart from improving learning & developing discussion Wait Time has been shown to have other beneficial aspects. It results in a much more democratic classroom where everybody benefits not just the brighter and more confident students.

25. How do I achieve Wait Time?
Increasing ‘wait time’ can be achieved by:
Indicating the thinking time and asking for no hands up until that time is up
Allowing pair work for a given period of time before taking responses
Asking students to jot their thoughts on paper for a given time before taking responses
Simply leaving more time for processing to take place
There are a number of strategies that can be used to increase Wait Time.
Ask participants for suggestions here first
Rather than asking the question and just waiting 5 seconds and then asking for a response – which can be unnatural & unnerving – then we can try these others:
Go through each of the points on the slide & elaborate on each. Perhaps a little more time on the first two as they maybe less familiar with them.

26. How do I achieve Wait Time?
Encourage speculation – Delay answers before you hop in e.g.
What more do you think you would need to know to answer an exam question on this?
Discuss this in pairs before we go any further
What might be the answer to this?
( a correct answer closes the discussion – a half right answer can prompt more thought and curiosity about the topic.)
These are further strategies that can be employed to extend Wait Time and encourage students to think & discuss.
The aim is to improve learning. As teachers we must always be mindful of this and seek ways of improving learning. As we said earlier having a positive and supportive climate is important in this context.
Encourage speculation e.g. in the Scéal Fiannaíochta Óisín i dTír na nÓg, Óisín returns to Ireland and falls off his horse. We could speculate on what would have happened if he hadn’t fallen off the horse?
We could also give examples from history, what would have happened if……
Draw attention to the last point on the slide re. correct answers. We stated already that it is the process rather than the answer that is key to the learning. 26 26

27. What is happening in this picture?
Concept cartoons are a very useful way to encourage discussion & develop understanding. The cartoons usually focus on the visual representation of specific scientific situations. They generally offer alternative viewpoints on a situation based on common misunderstandings. The cartoons can be used in many ways e.g. to clarify ideas, make connections, provoke discussion or organise thinking.
This cartoon by Naylor & Keogh, ( focuses on the movement of heat.
Further information on Naylor & Keogh on
Ask the teachers to look at the image & to jot down their responses.
Allow them to share their ideas with their partner.
Get feedback.
Make the point that you are using an AfL strategy to allow them think & give a considered answer.
How much different would the responses be if you were to show the image, ask the questions and then direct the question to an individual or individuals in the audience before giving them time to think?!
Naylor & Keogh, 2000
What is happening in this picture?
What do these responses indicate about the question asked?

28. Misconceptions Questioning identifies and challenges misconceptions
Questioning has an important role to play apart from checking facts and improving recall skills. Effective questioning allows the teacher to explore ideas and attitudes and challenge these particularly if they are outdated or faulty.
Concept cartoons are a very useful way to encourage discussion & develop understanding. This cartoon by Naylor & Keogh, ( focuses on the movement of heat.
There is a common belief that insulators don’t allow heat to travel through them e.g. if there is a glass of water on a table for a few hours & insulation e.g. bubble wrap is put around it then the bubble wrap will cause the water to heat up. But if the insulation is at room temp. then there will be no movement of heat.
Girl- misconception that the coat will warm the snowman & cause him to melt, where in fact it can act as an insulator & prevent heat getting through to melt the snowman.
Boy at front – not correctas the coat is an insulator & so will insulate the snowman.
Boy at back- is correct as he recognises the coat as an insulator.
Naylor & Keogh,2000

29. How might you prompt better answers?
elicit a high percentage of correct responses from students and assist with incorrect responses
probe students' responses to have them clarify ideas, support a point of view, or extend their thinking
acknowledge correct responses from students and use praise specifically and discriminately
This area of questioning is a learning process not only for the teacher but also the pupil. It takes time and patience.
The teacher tries to improve the quality of answer by using a number of strategies including Wait Time.
Emphasise the role of the teacher in this process in trying to elicit, probe, clarify, support, extend, acknowledge…..
Re. last point on slide. Paper by Dylan William: Equals: Mathematics & Special Education Needs, 1999 – states that “ the teacher should reduce the amount of ego- involving feedback and focus on student’s learning needs”.
He also states that “ feedback should lead students to believe that ability is incremental i.e. the more we train at e.g. Maths, the cleverer we get”.
It is the quality, rather than the quantity of praise that is important and in particular, teacher praise
is far more effective if it is infrequent, credible, contingent, specific, and genuine (Brophy,
1981). It is also essential that praise is related to factors within an individual’s control, so
that praising a gifted student just for being gifted is likely to lead to negative consequences in
the long term.

30. How might you prompt better answers?
Open questions
More than one possible answer
Don’t have a pre-set answer in your mind!
Follow up with ‘explain, tell me more’
We asked a while ago ‘ How might we prompt better answers?’ Here are a couple of suggestions.
By asking Open questions we also encourage pupil thinking. The pupil also realises that there is more than one answer to a question. The teacher still has a key role in drawing answers from the student by using some of the terms used on the slide.

31. How might you prompt better answers? No hands up!X
Make pair work a constant feature of the classroom
Teacher may then ask students to give an interesting answer or idea from their discussion
Many lessons begin with automatic question and answer recall session. Usually the same few students put up their hands & in order to elicit the right answers the teacher chooses the right students.
Even with an open question, hands shooting up all around while a student is in the process of thinking through stops the process. Many pupils don’t even begin the thinking process in these circumstances. The student may feel that they are less able because others are volunteering answers more quickly. This ‘comparison effect’ may lead to loss of motivation.
Experimenting with ‘No hands up’ is a move towards a solution. Anyone can be asked to answer, which therefore raises the level of focus in the classroom.
The use of pair work is a very effective and non -threatening way of improving answers and developing thinking in the classroom by encouraging dialogue & discussion. Pair work helps students extend their learning. Shy & less confident students have a voice & over-confident students have to learn to listen to others. The benefits therefore extend to a more respectful, co-operative ethos and culture.
When a teacher asks a question the students should be allowed to share their idea(s) with their partner. Rather than putting a pupil on the spot by asking/naming an individual student, pair work changes the emphasis from the student to the response.
Pairs should be selected randomly. This is often seen as a fair system. Pairs based on friendship, ability or gender pairings are much less successful. Random pairs – pupils know that these will change continually. This is also a valuable life skill. Some teaches use lollypop sticks for choosing random pairs.

32. Benefits to Students They know what to expect (Learning Outcomes)
They know how to reach potential (Success Criteria)
They know they all make mistakes (Peer Assessment)
They know the same people won’t always be questioned (Wait Time/No Hands)
They know I don’t always do the same thing – they could be talking, moving, travelling, drawing or working in a group (Variety of AfL Strategies)
By varying the questioning strategies, incorporating Wait Time, No hands, pair discussion, jotting down ideas etc. the classroom climate changes completely. Students become active learners & learning is more effective.
Effective questioning is related to Learning Intentions and pupils are therefore aware of how to reach their goals (success criteria).
The teacher is not the only one involved in the assessment process now. Pupils become aware of their own role in Peer & Self-Assessment.

33. Comprehension - Jabberwocky (L Carroll)
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe”
1. What were the slithy toves doing in the wabe?
2. How would you describe the state of the borogoves?
3. What can you say about the mome raths?
Ask the teachers to read the verse.
Ask the questions on the slide.
Get answers.
Discussion – What kind of questions were they asked?
Were the questions difficult?
Was it difficult to get the answer? Why?
Broaden out the discussion to the types of questions that we ask in our classrooms? Do the questions vary during the class or from class to class or year group to year group?
This will lead into the stats on the next slide.

34. What kinds of questions do we ask?
In the average class:
85% are ‘lower order’ questions
15% are ‘higher order’ questions.
What do we mean by ‘lower order & higher order’?
- next slide

35. Lower Order – Closed Questions
what? who? when? how many?
one word type answers
useful to check who learned facts
Looking at questioning through AfL we can divide questions into Lower order / closed questions and Higher order/Open questions.
What do we mean by Lower order/Closed questions?
Lower cognitive questions are those which ask the student merely to recall verbatim or in his/her own words material previously read or taught by the teacher. Lower cognitive questions are also referred to in the literature as fact, closed, direct, recall, and knowledge questions.
In essence we are asking questions that are checking facts. It involves the recall of information. Quite often these questions may involve one word answers. We can see some of the terminology used on this slide……leads into the next slide 35

36. Questions for Remembering
What happened after...?
How many...?
What is...?
Who was it that...?
Can you name ...?
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
These question stems are often used in closed questions….there are usually definite answers and very little scope to develop the answer. They involve recall or remembering facts.

37. Higher Order- Open Questions
Can you be sure that? What would happen if? How would you explain? What does that tell you? what is wrong with saying?
Invite longer & more varied answer
essential to promote thinking skills
Higher cognitive questions are defined as those which ask the student to mentally manipulate bits of information previously learned to create an answer or to support an answer with logically reasoned evidence. Higher cognitive questions are also called open-ended, interpretive, evaluative, inquiry, inferential, and synthesis questions.
It should be clear from looking at the question stems that Higher order questions should elicit a different response & make the student think about his/her answer.
Research indicates that Higher order questions result in longer and more varied answers and help students develop their thinking skills. Students are encouraged to think and in a positive classroom setting, learning outcomes improve with the effective use of questioning. 37

38. Stems for richer questions
How can we be sure that ...?
What is the same and what is different about …?
Is it ever/always true/false that …?
Why do ____, ____ and ____ all give the same answer?
How do you ….?
How would you explain …?
What does that tell us about …?
What is wrong with …?
Why is _____ true?
If we look at this slide we can see a variety of question stems.
Q. For participants: Do you notice any difference between the Lower order/closed questions we just spoke about and the question stems here?
Give time for participants to read through before getting feedback.

39. Levels of Questions
These levels, in ascending order of sophistication, are:
(1) knowledge
(2) comprehension
(3) application
(4) analysis
(5) synthesis
(6) evaluation.
Levels of Questions
These levels, in ascending order of sophistication, are:
(1) knowledge (2) comprehension (3) application
(4) analysis (5) synthesis (6) evaluation.
More commonly questions are referred to as higher and lower cognitive questions.
Lower cognitive questions are those which ask the student merely to recall verbatim or in his/her own words material previously read or taught by the teacher. Lower cognitive questions are also referred to in the literature as fact, closed, direct, recall, and knowledge questions.
Higher cognitive questions are defined as those which ask the student to mentally manipulate bits of information previously learned to create an answer or to support an answer with logically reasoned evidence. Higher cognitive questions are also called open-ended, interpretive, evaluative, inquiry, inferential, and synthesis questions.

40. Bloom’s Taxonomy 6. Evaluate 5. Synthesise 4.Analyse 3. Apply
1. Knowledge - recall
2. Understand, explain
3. Apply
4.Analyse
5. Synthesise
6. Evaluate
Bloom’s Taxonomy proposed that knowing is composed of six successive levels arranged in a hierarchy.
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analysing and evaluating, rather than just remembering facts (rote learning). Bloom believed that education should focus on 'mastery' of subjects and the promotion of higher forms of thinking, rather than a utilitarian approach to simply transferring facts. Bloom demonstrated decades ago that most teaching tended to be focused on fact-transfer and information recall - the lowest level of training - rather than true meaningful personal development, and this remains a central challenge for educators and trainers in modern times
This taxonomy of learning behaviours can be thought of as “the goals of the learning process.”
Levels of Questions
These levels, in ascending order of sophistication, are:
(1) knowledge/ (2) comprehension (3) application
(4) analysis (5) evaluation (6) evaluation
More commonly questions are referred to as higher and lower cognitive questions.
Lower cognitive questions are those which ask the student merely to recall verbatim or in his/her own words material previously read or taught by the teacher. Lower cognitive questions are also referred to in the literature as fact, closed, direct, recall, and knowledge questions.
Higher cognitive questions are defined as those which ask the student to mentally manipulate bits of information previously learned to create an answer or to support an answer with logically reasoned evidence. Higher cognitive questions are also called open-ended, interpretive, evaluative, inquiry, inferential, and synthesis questions. 40 40 40

41. Key verbs and tasks that show learning
Bloom identified a hierarchy of questions that are extremely useful for helping teachers to move classroom questions beyond the literal, and so support differentiation within the classroom. It is important to emphasise here that the level of questions should refer back to the learning outcomes, i.e, if your learning outcome is at the level of Synthesis, your questions should be targeted to that level.
We can see very clearly the difference between simple retrieval of information at the bottom level with the use of verbs like identify, label, match to create, compose judge assess defend at the top. There is a clear difference in the thinking that is required to answer questions at either end.
In addition if we look at what possible tasks we might give to enable students show that learning has taken place there is a clear difference in the type of work produced which reflects the thinking that is required at various levels.
Take a couple of examples at different levels to emphasise the difference.
Action verbs associated with each level are given on the following link:

42. 1.Knowledge: taking in information and recalling it
Prompts
What happened after……?
How many…………?
Who was it that……?
Who spoke to…….?
Find the meaning of…
Which is true……?
The next number of slides goes through the 6 levels and looks at question prompts and question stems in order to make teachers more comfortable with each level & the requirements at each level. The slides also explain the type of thinking that is taking place.
It will be important to go through each slide – explain what is required at each level & also look at some of the prompts.

43. 2.Comprehension: giving meaning to information at a basic level
Prompts
Can you write in your own words….?
What do you think….?
What is the main idea of…..?
Can you distinguish between…..?
Can you provide an example of what you mean by…….?

44. 3. Application: can use a learned skill in a new situation
Prompts
Do you know an instance where….?
Can you apply this information to an experience of your own…?
What facts would change if….?
Would this information be useful if you had to….?
Could this have happened in….?

45. 4. Analysis: break down information into parts and relate parts to whole
Prompts
How is this similar to….?
Which event could not have happened if…?
Why did……………. occur?
What are some of the problems of….?
What was the turning point in the story..?

46. 5. Synthesis: combine existing elements to create something new
Prompts
Can you design a…to…..?
What is a possible solution to…?
What would happen if……?
Can you think of some new and unusual uses for…..?
How would you devise a way to….?
Can you develop a proposal that would…?

47. 6. Evaluation: make an objective judgement about the value of…
Prompts
Is there a better solution to…?
Judge the value of….?
Defend your position about…
How would you feel if…..?
What changes would you recommend and why..?
What do you think about….?
Why do you think that?

48. New Junior Cycle - Key Skills
Further information can be found at As we know the New Junior Cycle will focus on key skills which will be integrated into all subjects over the course of the 3 years.
If we look at the Key skills and look at ways of integrating them and finding a common approach to them then it is quite clear that Afl and AfL methodologies including questioning are right at the core of the Key Skills.
Within ‘Managing Information & Thinking’ there is reference to stimulating thinking & curiosity, critical thinking and developing independent learners.
Similarly within ‘Managing Myself’ there are important issues raised about ‘my learning style’, how do I learn? The areas of peer & self assessment are also discussed.
Formative & Summative assessment will be integral to the new Junior Cycle as will be Peer and Self Assessment. The Key Skills need to underline all work in the JC. Therefore questioning would be a way of assessing if that was happening.  So, just as one would keep Blooms Taxonomy of higher/lower order questions in mind.  I think a teacher may ask questions around the key skills: how could you improve on how you worked with your colleague? What communication skills did you use in that activity? Can you make a plan to study this topic?
It is very important to look at the NCCA website and look at what is already there not only on the key skills but also the back-up material on assessment. 48

49. Common pitfalls in questioning
Asking too many questions at once
Asking difficult questions without building up to them
Asking superficial questions
Asking a question then answering it yourself
Asking bogus ‘guess what’s in my head’ questions
Focusing on a small number of pupils and not involving the whole class
Dealing ineffectively with wrong answers or misconceptions
Not treating pupils’ answers seriously
Asking too many questions
Asking about a complex issue can often lead to complex questions. Since these questions are oral rather than written, pupils may find it difficult to understand what is required and they become confused. `
When you are dealing with a complex subject, you need to tease out the issues for yourself first and focus each question on one idea only. It also helps to
use direct, concrete language and as few words as possible.
Asking difficult questions without building up to them: This happens when there isn’t a planned sequence of questions of increasing difficulty.
Sequencing questions is necessary to help pupils to move to the higher levels of thinking.
Asking superficial questions: It is possible to ask lots of questions but not get to the centre of the issue.
You can avoid this problem by planning probing questions in advance. They can often be built in as follow-up questions to extend an answer.
Asking a question then answering it yourself: What’s the point? This pitfall is often linked to another problem: not giving pupils time to think before they answer.
Build in ‘wait time’ to give pupils a chance to respond. You could say ‘Think about your answer for 3 seconds, then I will ask.’ You could also provide prompts to help.
Asking bogus ‘guess what’s in my head’ questions: Sometimes teachers ask an open question but expect a closed response.
If you have a very clear idea of the response you want, it is probably better to tell pupils by explaining it to them rather than trying to get there through this kind of questioning. Remember, if you ask open questions you must expect to get a range of answers. Acknowledge all responses. This can easily be done by saying ‘thank you’.
Focusing on a small number of pupils and not involving the whole class:
One way of avoiding this is to get the whole class to write their answers to closed questions and then show them to you together. Some teachers use small whiteboards for this. Another possibility, which may be more effective for more open questions, is to use the ‘no-hands’ strategy, where you pick the respondent rather than having them volunteer. One advantage of this is that you can ask pupils questions of appropriate levels of difficulty. This is a good way of differentiating to ensure inclusion
Dealing ineffectively with wrong answers or misconceptions: Teachers sometimes worry that they risk damaging pupils’ self-esteem by correcting them. There are ways of handling this positively, such as providing prompts and scaffolds to help pupils correct their mistakes. It is important that you correct errors sensitively or, better still, get other pupils to correct them.
Not treating pupils’ answers seriously: Sometimes teachers simply ignore answers that are a bit off-beam. They can also fail to see the implications of these answers and miss opportunities to build on them. You could ask pupils why they have given that answer or if there is anything they would like to add. You could also ask other pupils to extend the answer. It is important not to cut pupils off and move on too quickly if they have given a wrong answer.

50. Planning questions
In order to use questioning to improve learning, you need to:
formulate different kinds of question.
write down the main questions that you will use.
start with simple questions and progress to more challenging questions
In order to improve Learning Intentions it is important that questioning should be planned. This will ensure that the Learning Intentions will be met.
The lesson should have a good mix of questions - both the closed, product type of question and the open, process type.
It has been suggested that teachers might have a pre-plan not only of the type but also the actual questions that will be asked during a lesson.
A teacher should also ensure that the questions increase in difficulty as the lesson progresses i.e. moving to Higher order/ Open questions which will allow the student to reflect on the learning that has taken place.
Asking questions of different degrees of cognitive complexity will challenge pupils and help them to develop their thinking

51. Post Primary: Take a topic in your subject with your department colleagues
Formulate a set of questions -
as an introduction to the topic
to ask in the course of the learning
to revise the topic
Ask the teachers to divide into subject groups – if possible- and ask them to carry out the task.
Give them a worksheet where they can write in the topic and then add in questions at various stages of the lesson.
Give them sufficient time.
Get feedback

52. Primary: Choose a strand unit from an area of the curriculum
Formulate a set of questions for a lesson
as an introduction to the topic
to ask during the lesson
to revise the topic
Ask the teachers to divide into groups and to take a curricular subject each
– if possible- and ask them to carry out the task.
Give them a worksheet where they can write in the topic and then add in questions at various stages of the lesson.
Give them sufficient time.
Get feedback