Thinking Through Quality Questioning by Jackie A. Walsh & Elizabeth D. Sattes

Author:Jackie A. Walsh & Elizabeth D. Sattes [Walsh, Jackie A.]
Language: eng
Format: azw3
Publisher: SAGE Publications
Published: 2011-06-29T00:00:00+00:00

Tailor Feedback to Match the Cognitive Level of the Question

Appropriate feedback varies depending upon the complexity and the cognitive level of the question posed. As previously argued, the assessment of a student answer to identify learning gaps and the subsequent provision of feedback is a complex cognitive task. In fact, this is the aspect of quality questioning that we personally find to be most challenging. Most of us are fairly skilled in assessing the correctness of the knowledge component of a student's answer. Hence, we are able to provide feedback to remember-level questions quickly and with relative ease. We are also able to identify knowledge gaps within higher-level questions. The real test is to offer on-the-spot feedback that focuses on the cognitive processing dimension of student responses. This is a higher-level skill for teachers, one that requires both preparation and practice.

As shown in Figure 4.4, when students are asked to respond to basic remember questions that request simple recall of facts, teachers react with an assessment as to whether the response is correct or incorrect. At the understand and apply levels, appropriate feedback is indirect; it asks students to explain their thinking and how they arrived at their answer. At the highest cognitive levels (analyze, evaluate, and create), teachers should provide feedback on the knowledge dimension but focus on student thinking. At these levels, many answers are possible, so the teacher is not looking for one correct answer. If the thinking has led the student to an incorrect answer, however, the teacher should guide the student to a correct answer.

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