Lesson 3

Constructing low-level and high level questions

Lesson Objectives

At the end of the lesson, students shall be able to:

1. Describe low-level question and high-level question;
2. Classify questions as low-level and high-level questions; and
3. Compose sample low-level questions and high-level questions

Reading

Classroom questions may be classified in many ways. The first is that one from Adeva
(2005) who says that questions raised during class discussions are grouped according to low-
level and high-level questions.

Low-level questions require or enable the learner to retrieve/recall facts, events,

happenings explicitly stated in the text; repeat a definition which is found in the text; exercise
his/her memory; give limited and specific answers; or give a single, correct answer.

Examples:
What is the definition for biomechanics?
Who is the current head of the Philippine Sports Committee?
When did we last host the Southeast Asian Games?
Where can we find the biggest arena in Asia?

High-level questions require the learner to do more than recall previously learned
information; to use a concept or apply a rule or process to a problem thereby determining the
single, right answer to that problem; to analyze information in order to identify causes; to reach
conclusion, or to find supporting evidence.

Examples:
How do you assess the way the coach manages the team?
What happens if boxing is banned?
Do you think zoos are doing more harm than good?
Suggest ways on how to present the message using other modes.