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Display questions work best for eliciting short and low-level answers that correspond to the answer already expected by the teacher. Since referential questions serve to request for new information, answers can be subjective and varied based on the students' opinions, judgement and experiences.
They invite students to give longer responses that demonstrate their understanding. They are preferable to closed questions (i.e. one that demands a yes/no answer) because they are better for discussions or enquiries, whereas closed questions are only good for testing. Peter Worley argues that this is a false assumption.
Lynda Rice uses the example that if a student has trouble writing complete sentences use his interests to help him become motivated. A way to do that is by incorporating the students favorite things, which in this case was a superhero. The student was told to write conversation bubbles between other superheroes or even the villains. This helped ...
The Socratic method of questioning student responses may be used by a teacher to lead the student towards the truth without direct instruction, and also helps students to form logical conclusions. A widespread and accepted use of questions in an educational context is the assessment of students' knowledge through exams .
Students in third grade, fifth grade and ninth grade take the "Saber 3°5°9°" exam. This test is currently presented on a computer in controlled and census samples. Upon leaving high school students present the "Saber 11" that allows them to enter different universities in the country.
In the traditional game, the "answerer" chooses something that the other players, the "questioners", must guess. They take turns asking a question which the answerer must answer with "yes" or "no". In variants of the game, answers such as "maybe" are allowed. Sample questions could be: "Is it bigger than a breadbox?
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For example, students who memorize vocabulary for a reading test may perform well on that specific assessment but struggle to apply the vocabulary in broader contexts. In mathematics, students familiar with test-like questions might fail to apply the same concepts to differently phrased problems.
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