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Ways To Classify Questions
Ways To Classify Questions
Classifications of Questions
1. Convergent and divergent,
2. Effects of questions of people,
3. Bloom’s taxonomy,
4. Types of questions and
5. According to the purpose of the question.
However, most question will fall on a continuum between having more than one answer
and a finite limit. In most situations the better question is probably the one that will
provide the most answers. For example: if I start a lesson on trees by making an
overhead statement to involve the students in a visualization activity, I could make the
following statements:
The first statement would probably have few students with mental images of a silver
maple tree, but the second would probably have all students with mental images of a
tree.
If I were to have them describe their tree, the information would suggest the range of
understanding of trees the students have.
Convergent questions (closed) have direct answers (What is 2 + 2?). They are generally
used to focus on something.
Divergent questions (open-ended) have indirect answers (How can we use this battery?).
They are generally used to try and encourage a number of answers and lead to critical
thinking, creativity, and problem solving.
Knowledge questions.
Comprehension questions.
What are some reasons why fish are plentiful in these regions?
What relationship is there to fish and whales?
Application questions.
Synthesis questions.
Evaluation questions. Simple evaluation questions which can be answered with a yes or
no need to have follow-up questions which ask the student to give reasons for their
decision or consequences of the decision. As students begin to write reasons and list
consequences new questions at different levels will arise and need to be answered. For
example many students would think that all whaling should be stopped. However, they
may ask the question, "Who is whaling?" (comprehension). The answer of Japan, Eskimo
cultures, and Norwegian cities will lead to higher level questions and probably to an
evaluation of should any or all of these continue?
2. Why questions ask for goals, expectations, and requests. Why did you do that? Why
don’t you do this? A cause and effect relationship.
3. Where questions ask for location or process. Where is it? Where would you begin to
solve it?
5. When questions ask for time of an event or process. When was he born? When do you
capitalize nouns?
6. Who questions ask to identify a person or group of people. Who was the first person
on the moon? Who should be elected for class president.
1. How questions ask for a procedure and quantity. How would you solve this problem?
How much do you have?
2. Have questions ask for yes and no responses.
C. Questions that begin with is. They ask for verification, permission, and clarification. Is
this the answer? Is it all right for me to go? Is this the way to solve the problem?
1. Factual questions: used to get information. Usually started with what, where,
when, why, who, and how.
2. Explanatory questions: used to get reasons, explanations, broaden discussion,
get additional information. Such as: What other aspects are related to this issue?
Should you consider...?
3. Justifying / Probing questions: used to challenge old ideas, develop new ideas,
and to get reasoning, and proof. Such as: Why do you think so? How do you
know?
4. Leading questions: to introduce new ideas, and advance ideas. Such as: Should
we consider this?
5. Hypothetical questions: used to infer what if, and if this, then what?
6. Decisional questions: used to make decisions between alternatives, to get
agreement, and to move the discussion along or close it.