From Lower to Higher Order Questioning

Many of us find it hard to resist the temptation of using open ended questions only to challenge our pupils. The link between lower and higher order thinking questions is important, with one complimenting the other. A mix and match helps in delving deep into the students thinking process, challenging them at the right time. Here are a few examples for readers perusal

Authentic assessments evaluate students’ abilities to use higher-order thinking skills to express their learning.  Open-ended questioning is one such form of authentic assessment.

When I was in the classroom I found using questioning strategies designed for each level of Bloom’s Taxonomy to be most effective.

Examples of Questions with increasingly higher order thinking

Lower Order Thinking Skills typically only require rote knowledge and basic comprehension to answer.  In order for students to think critically about information, they must master the basics.  Some questions might be:

How would you identify ?

Describe what happens when __________?

How would you clarify the meaning ________?

What can you infer from _________?

What would the result be if __________?

How would you change _________?

Higher Order Thinking Skills typically require students to problem solve. This involves organizing and identifying patterns, defining relationships and creating new ideas from known information. It also helps students recognize there are various viewpoints.  Some questions might be:

How could you verify __________?

What data was used to evaluate __________?

Discuss the pros and cons of __________?

How can you classify _________ according to ________?

What alternative would you suggest for _________?

What could you invent _________?

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