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Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
A well written multiple-choice question avoids obviously wrong or implausible distractors (such as the non-Indian city of Detroit being included in the third example), so that the question makes sense when read with each of the distractors as well as with the correct answer. A more difficult and well-written multiple choice question is as follows:
A suggestive question is a question that implies that a certain answer should be given in response, [1] [2] or falsely presents a presupposition in the question as accepted fact. [ 3 ] [ 4 ] Such a question distorts the memory thereby tricking the person into answering in a specific way that might or might not be true or consistent with their ...
Display questions are more directive than authentic questions, and they promote greater ability in thinking by spurring students to have to back up their contribution. Utilising display questions that build on previous statements made by the students in a rephrased or simplified form facilitates the production of a more elaborate dialogue. [10]
A yes–no question (also called a polar question, [1] or general question [4]) asks whether some statement is true. They can, in principle be answered by a "yes" or "no" (or similar words or expressions in other languages). Examples include "Do you take sugar?", "Should they be believed?" and "Am I the loneliest person in the world?"
Transition questions are used to make different areas flow well together. Skips include questions similar to "If yes, then answer question 3. If no, then continue to question 5." Difficult questions are towards the end because the respondent is in "response mode." Also, when completing an online questionnaire, the progress bars lets the ...
Extended matching items/questions (EMI or EMQ) are a written examination format similar to multiple choice questions but with one key difference, that they test knowledge in a far more applied, in-depth, sense. It is often used in medical education and other healthcare subject areas to test diagnostic reasoning.
Asking Questions: To solidify one's understanding of passages of texts, readers inquire and develop their own opinion of the author's writing, character motivations, relationships, etc. This strategy involves allowing oneself to be completely objective in order to find various meanings within the text.