Tests Don't Ask Questions - Good or Otherwise

Take a look at a math sample from a standardized assessment. This is commonly called a test question.

However, where is the question?

None of the statements in a typical math sample are written in the interrogative form with a question mark at the end. In fact, every sentence is written in the imperative form, telling students what they need to do — or demonstrate:

• Use the Add Point Tool to plot each point on the coordinate plane.
• Plot the point (3, 2).
• Plot the point (6, 4).
• Plot the point (8, 1).

If they do this correctly and as directed, then they will have met the 5th-grade math standard this item and task addresses. However, this is not a question. It is actually an item — the technical term for a specific task students are directed to perform in order to meet a particular educational objective.

Which objective of the standard does this particular problem address? Does this item even address the objective? What specifically is the problem presented? Where is the real world connection?

Also, look at the cognitive action of the second objective of the standard — interpret, which requires students to explain the meaning of. However, none of the action verbs in this item — use or plot — are synonymous with interpret. Those actions are more synonymous with apply, which is one category under analyze according to Bloom's Revised Taxonomy.

So how can this assessment accurately claim that this particular item and task addresses that particular 5th-grade math standard since none of the correlating actions address the performance objective of the standard?

More concerning, why is this called a "question" when there are no questions being asked?

This is not a matter of semantics. These are NOT questions. More specifically, they are not good questions that challenge and engage students in thinking deeply and expressing and sharing the depth and extent of their learning. More concerning, these activities, items, and tasks do not truly measure the depth and extent of students' learning. All they indicate is whether the student can address that particular problem, accomplish that particular task, or complete that activity correctly and as directed in that particular moment or on that particular day.

So how can we develop good questions that will not only assess the depth and extent of student learning but also challenge students to demonstrate and communicate their learning?

In my ASCD book Now That's a Good Question! How to Promote Cognitive Rigor Through Classroom Questioning, I share a process educators can use to turn the imperative sentences of academic standards and educational objectives into interrogative sentences that can be used as good questions to set the instructional focus and serve as assessments for deeper student learning experiences. I call this process "Show and Tell," and it involves the following steps:

1. Identify what is the performance objective. This is the imperative statement that starts with a verb or a verb phrase. In academic standards, determine whether it has one or more performance objectives or is phrased as a compound sentence. For example, the math standard "Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities" has two performance objectives written in a compound sentence.

2. Place "Show and Tell" in front of the standard. It will not sound grammatically correct initially — but that is good! It will help us turn it into a question.

3. Choose a question stem from the Bloom's Questioning Inverted Pyramid (BQIP) or the Cognitive Rigor Question (CRQ) Framework.

4. Follow the question stem with a linking or helping verb.

5. Identify the subject matter that will be taught. In the standard "Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities," the subject matter is ratio, ratio language, and ratio relationship.

6. Write the cognitive verb in the past tense with the verb "be" in front of it. Most of the communication we express and share should be in the active voice. However, more often than not, you will find your good question will be in the passive voice. For example, the performance objective "Understand the concept of a ratio" will be rephrased as "How can the concept of ratio be understood?"

7. State the purpose. This is the context in which students will demonstrate and communicate their learning. For example:

• How and why can the concept of a ratio be understood by describing a ratio relationship between two quantities?
• How can ratio language be used to describe a ratio relationship between two quantities?
• How could you describe a ratio relationship between two quantities?

Try using the "Show and Tell" method to help you rephrase the imperative sentence of academic standards, educational objectives, and instructional directions into interrogative sentences that will become good questions. The questions you will create will be much better than the items provided on assessments.

Erik M. Francis, M.Ed., M.S. is an author, educator, and speaker who specializes in teaching and learning that promotes cognitive rigor and college and career readiness. He is the author of Now That's a Good Question! How to Promote Cognitive Rigor Through Classroom Questioning published by ASCD. He is also the owner of Maverik Education LLC.