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Formative Assessments

Questioning. Formative Assessments. The art of questioning. Appropriate questioning is a valuable tool for effective instruction and assessment. You know if students are paying attention and if they understand what you are teaching. Effective, clear, and critical questioning is an art.

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Formative Assessments

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  1. Questioning Formative Assessments

  2. The art of questioning Appropriate questioning is a valuable tool for effective instruction and assessment. You know if students are paying attention and if they understand what you are teaching. Effective, clear, and critical questioning is an art.

  3. Some do’s and don’ts of questioning

  4. Don’t answer your own question • Student s will learn to just be quiet • Use wait time!

  5. Don’t ask yes/no questions • This will not tell you anything about student knowledge. • They have a 50% chance of being right. • Examples: • Is the figure ABCD a square? • Is the center of an atom the nucleus? • Did the Union win the Civil War?

  6. Do wait after asking a question before calling on a student. • The class needs time to think about an answer. • Wait time depends on difficulty of question.

  7. Don’t call on a student before asking the question • The rest of the class tunes out • One student is put on the spot

  8. Don’t label the difficulty of a question • Students may get discouraged in they can’t answer an “easy” question • It devalues an answer

  9. Don’t encourage chorus answers • Students will shout out right and wrong answers • You can’t figure out level of understanding for any particular student

  10. Do ask open ended questions • This encourages thinking and problem solving

  11. Don’t ask questions with multiple parts • Student may only know half of the answer, so they won’t volunteer • Overwhelming to students! • Examples: • Which triangles should we prove congruent and how will that help us prove AB is parallel to CD? • What is the meaning of juxtaposition and how did the author use that in chapter 1?

  12. Don’t ask elliptical questions • These are vague questions • Teacher does not address specifics of the problem • Examples: • What about these angles? • What do you know about Mesopotamia?

  13. Don’t ask leading questions • This pulls the answer out of students • Examples: • These lines are the same, aren’t they? • This is an example of diffusion, isn’t it?

  14. Don’t ask personal questions • Don’t say “me” in questions • The classroom should be a community • Personal questions can create a barrier

  15. Use questions that compare and contrast • This encourages active thinking and requires the students to not just guess • Don’t ask “What is the relationship between ____” • Say “Compare and contrast ______”

  16. Don’t use whiplash questions • This is when you start with a statement and turn it into a question • It takes students by surprise • Examples: • When we solve the equation we get an answer of what? • The formal “you” conjugation of the verb tener is what?

  17. So how do I master the art of teaching? • PREPARE! Think about questions and possible responses while planning lessons • PRACTICE! You have to start somewhere! • REFLECT! At the end of the lesson think about the strengths and areas to improve and then change.

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