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The Assessment Process

The document discusses different types of questions that teachers can use when assessing students. It describes rhetorical questions, closed questions, open questions, managerial questions, hinge questions, and higher-order questions. Each type has advantages and disadvantages for assessing student learning and moving the lesson forward. The overall goal of assessment is to clearly define learning outcomes, select appropriate measures to assess outcomes, analyze results, and use those results to improve programs and student learning.

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Chris Miro
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253 views2 pages

The Assessment Process

The document discusses different types of questions that teachers can use when assessing students. It describes rhetorical questions, closed questions, open questions, managerial questions, hinge questions, and higher-order questions. Each type has advantages and disadvantages for assessing student learning and moving the lesson forward. The overall goal of assessment is to clearly define learning outcomes, select appropriate measures to assess outcomes, analyze results, and use those results to improve programs and student learning.

Uploaded by

Chris Miro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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THE ASSESSMENT PROCESS Rhetoric questions are not used to elicit a response

(although you often get an answer anyway!).


Assessment is a constant cycle of improvement. The goal of
assessment is to provide: (a) a clear conceptualization of They are used to either remind students on what they
intended student learning outcomes, (b) a description of already know (“at the beginning of the lesson we learnt
how these outcomes are assessed and measured, (c) a that Camels have two sets of eyebrows to help keep the
description of the results obtained from these measures, sand out of their eyes, yes?”), or to emphasise an
and (d) a description of how these results validate current important point (“We need protein in our diet to help with
practices or point to changes needed to improve student growth and repair, right?”).
learning.
If it is used regularly, the students will get used to the
The Four Steps of the Assessment Cycle underlying message of rhetoric questions that the teacher
is repeating something because it is important, and
Step 1: Clearly define and identify the learning therefore they need to remember it.
outcomes
Closed Questions
Each program should formulate between 3 and 5 learning
outcomes that describe what students should be able to do Closed questions are those that prompt a simple response,
(abilities), to know (knowledge), and appreciate (values and such as yes, no, or a short answer. Examples include:
attitudes) following completion of the program. Are you feeling better today?
Step 2: Select appropriate assessment measures and Does 6 plus 7 equal 13?
assess the learning outcomes
What is the periodic symbol for potassium?
Multiple ways of assessing the learning outcomes are
usually selected and used. Although direct and indirect Who wrote Macbeth and Romeo and Juliet?
measures of learning can be used, it is usually There are many advantages to closed questions. They’re
recommended to focus on direct measures of learning. quick and easy to respond to and generally reduce
Levels of student performance for each outcome is often confusion. They’re also particularly useful for challenging
described and assessed with the use of rubrics. pupils’ memory and recalling facts.
Step 3: Analyze the results of the outcomes assessed There are, however, also a number of disadvantages to
using closed questions. Students may start to try and guess
It is important to analyze and report the results of the
what you’re thinking and give an answer based on that.
assessments in a meaningful way.
They may also become anxious that they’re going to get the
Step 4: Adjust or improve programs following the answer wrong, which reduces their willingness to answer.
results of the learning outcomes assessed Closed questions limit the child’s opportunity to expand on
an answer and provide reasoning or opinion.
Assessment results are worthless if they are not used. This
step is a critical step of the assessment process. The Open Questions
assessment process has failed if the results do not lead to
Open questions, on the other hand, are those that require a
adjustments or improvements.
deeper level of thinking and often prompt a lengthier
TYPES OF QUESTIONS response. They ask students to think and reflect, provide
opinions and feelings, and take control of the conversation.
Managerial Questions Examples of some open questions includes:

Managerial questions are used to lead students into the What did you think of the ending of Romeo and Juliet?
next exercise.
What message was Shakespeare trying to portray through
This can either be done by checking if they are prepared (Is Macbeth’s descent into insanity?
there any questions about the activity you are going to
do?”), whether they have the necessary equipment (“Does How did you interpret the end of the film?
everyone have a green pen?”) or asking them to perform an Describe the role of insulin in the body.
action (“Can you group yourselves into five please?”).
Open questions are advantageous because they enrich the
These questions can be viewed as links that hold a lesson learning experience by encouraging individual thinking.
together. They also give you, as a teacher, the opportunity to check
While it may not serve to teach the students directly, the your pupils’ understanding and knowledge, and assess their
students can benefit from it. ability to apply this knowledge.

Rhetorical Questions Hinge Question


A hinge is a point in a lesson when a teacher needs to check
whether or not students have grasped a key concept and
are ready to move on to study another. Usually, students’
mastery of the concept that has just been taught is
contingent on them being able to understand the next
concept. It is important, therefore, that the teacher
assesses students’ levels of mastery before moving on, and
this is exactly what a hinge question can do.

Of course, not every student in a class is likely to answer a


hinge question in the same way, so the teacher needs to
decide on the level of mastery they will accept.

A hinge question, then, is a multiple-choice question which


provides an immediate check of students’ understanding.
Crucially, a hinge question provides a check of
understanding for every student in a class.

Higher-order Questions
These questions are pure progressors, they do not allow
students to answer just from recall.

They require a much higher level of cognitive demand,


encouraging students to think beyond what is obvious.

They take students into the world of opinion, inference,


speculation and hypothesis. Linking between topics and
even subjects occurs when we use higher-order questions.

Example:

‘What color are plant leaves?’ is a closed, observational


question. Whereas asking ‘Why are plant leaves green’ is a
higher question. It opens up deeper thought and
speculation.

Again, this type of questioning strategy is super effective


when students are studying for a test.

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