CR 405 - Questioning Strategies and Feedback

Lily and Grace are practicing their volleyball skills. Today, they are tasked with recording their serves in Flipgrid and will receive feedback from their peers and their teacher. Which of the following responses would be considered effective feedback? * "Grace, I noticed you are hitting the ball with only your fingertips. Try spreading out your hand so you can hit the ball with the whole palm." * "Lilly, that is a good serve. I bet you will make the team." * "Grace, Wow, cool serve. I really like the way you serve, but it doesn't go over the net. Keep practicing." * "Lilly, if you were to toss the ball about a foot higher, it would give you time to generate more speed and direction in your serve."

* "Grace, I noticed you are hitting the ball with only your fingertips. Try spreading out your hand so you can hit the ball with the whole palm." * "Lilly, if you were to toss the ball about a foot higher, it would give you time to generate more speed and direction in your serve."

Students in Mr. Bisset's cart class are creating projects that demonstrate their understanding of the artistic styles and historical relevance of the Renaissance period. The project is scheduled to take three weeks, but Marie is "finished" after four days. Mr. Bisset, suggest they sit down with the rubric and review her project together. Which of the following would be appropriate feedback in their meeting? * "Are you really ready to turn this in? I will grade it in two weeks when I grade the others." * "Marie, your project is weak and lacks specificity. It needs more work." * "Marie, let's apply the rubric to your project. For this criteria, how would you rate your performance?" * You have done a good job with this detailed example on DaVinci. According to the rubric, how many detailed examples are required to demonstrate mastery?"

* "Marie, let's apply the rubric to your project. For this criteria, how would you rate your performance?" * You have done a good job with this detailed example on DaVinci. According to the rubric, how many detailed examples are required to demonstrate mastery?"

Which of the following would be the best technique for cold calling on a student? * "Tell the class one example of mechanical energy...Tracy" * "Tracy, tell the class one example of mechanical energy." * " Tracy...tell the class one example of mechanical energy." * "Tell the class one example of mechanical energy, Tracy."

* "Tell the class one example of mechanical energy...Tracy"

Mary is working on completing her social studies project. It has been a week, and the project is due in a few days. Her teacher stopped by Mary's desk to check in on her progress. Which of the following examples would not be considered effective feedback? * "Given the feedback, do you have some ideas about how to improve?" * "You might want to include diagrams that explain the concept." * Good work! This is a solid B project!" * "Remember the goal is to describe the facts you uncovered and interest your reader. Self-assess your work against those two criteria using the rubric."

* "You might want to include diagrams that explain the concept." * Good work! This is a solid B project!"

According to research by Mary Rowe, when teachers pose questions to students, they typically wait _____ or less before calling on a student for a response. * 3 seconds * 1 minute * 5 seconds * 1 second

* 1 second

The appropriate amount of wait time is: * 3 seconds * 1 minute * 30 seconds * 5 seconds

* 3 seconds

Ms. Flynn said, "Think back to our discussion on renewable and nonrenewable resources yesterday. Today, we're going to find additional examples of each." This is an example of: * An environmental cue * A cognitive prompt * A physical cue * A metacognitive prompt

* A cognitive prompt

All of the following are true statements about cues EXCEPT: * A cue is a way of assessing a hesitant speaker, providing a hint about how the question might be approached. * A cue is a way to help the student do the thinking, and thus, the learning. * A cue is more specific and direct than a prompt and may often follow a prompt that did not elicit a correct response. * A cue may be visual, physical, gestural, positional, verbal and/or environment.

* A cue is a way of assessing a hesitant speaker, providing a hint about how the question might be approached.

Which of the following are true statements about prompts? * A prompt is an act of assisting or encouraging a hesitant speaker. * A prompt can be physical, verbal, or environmental. * A prompt can be a carefully worded statement that prefaces a question with a hint about how that question might be approached. * A prompt is a signal that brings attention to something the student may have missed.

* A prompt is an act of assisting or encouraging a hesitant speaker. * A prompt can be a carefully worded statement that prefaces a question with a hint about how that question might be approached.

Ms. Fowler is teaching her 1st graders a lesson on classifying and sorting two-dimensional shapes based on attributes using geometric language, which is a TEKS. To check for understanding Ms. Fowler should: * Have students create a sort and color it in. * Ask questions that have students explain the "why" behind their sort to uncover their thinking. * Ask students to sort the shapes based on a criteria and explain their process in writing. * Have students create a sort and explain why they sorted as they did to their table-partner.

* Ask questions that have students explain the "why" behind their sort to uncover their thinking. * Ask students to sort the shapes based on a criteria and explain their process in writing. * Have students create a sort and explain why they sorted as they did to their table-partner.

The learning process is a continuous improvement process for students between which of the following components of teaching and learning? * Assessment * Curriculum * Classroom management * Instruction

* Assessment * Curriculum * Instruction

For feedback to be effective, it must: * Be provided by peers because students understand their peers better than the teacher. * Be general and ambiguous in nature so the student has the latitude to decide what to resolve to improve. * Be based on discrete criteria, and focused on the product and not on the student. * Occur when students are still working toward their learning goals and time for them to act on it.

* Be based on discrete criteria, and focused on the product and not on the student. * Occur when students are still working toward their learning goals and time for them to act on it.

According to Dr. Dylan William, effective feedback should: * "Be the view through the rearview mirror." * Focus on what the student has accomplished to date. * Be the view through the windshield. * Focus on what's next in the students learning.

* Be the view through the windshield. * Focus on what's next in the students learning.

Which of the following are strategies for successful formative assessment articulated by Dr. William? * Less teaching plus more feedback. * Clarifying, sharing, and understanding learning intentions and criteria for success. * Activating learners as instructional resources for one another. * Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning. * Feedback that includes value judgements or recommendations on how to improve.

* Clarifying, sharing, and understanding learning intentions and criteria for success. * Activating learners as instructional resources for one another. * Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning.

All of the following are true about elaboration questions EXCEPT: * Elaboration questions engage students in more critical thinking than just accepting the initial response. * Students' reasoning is uncovered as the teacher probes deeper. * Elaboration questions encourage students to extend their responses to an inquiry. * Elaboration questions attempt to determine the thought process that the student uses for informal problem-solving

* Elaboration questions attempt to determine the thought process that the student uses for informal problem-solving

Today, in Mr. Roja's 7th grade class, students will engage in an academic discussion about the author's purpose using the texts they are reading. Mr. Roja has posted the author's purpose anchor chart the class has created and the sentence frames chart prominently in the room. Mr. Roja is using which of the following? * Metacognitive prompts * Environmental cues * Cognitive prompts * Verbal cues

* Environmental cues

Ms. Tamez is preparing her basketball unit test for her 7th-grade students. As a part of the test, students will demonstrate their ability to dribble while preventing an opponent from stealing the ball, which is one of the TEKS, for which she has taught specific skills. For the test, she should compare her students and give higher scores to those who can steal the ball. * False. She should use a multiple-choice test which is better designed to assess student understanding. * True. She should compare the students and give the higher score to the better ones. * True. She shouldn't worry about the skills taught and examine students' innate abilities. * False. She should measure each student's ability to perform the skills she taught and expected to be mastered.

* False. She should measure each student's ability to perform the skills she taught and expected to be mastered.

Mrs. Tanaka is planning a lesson for her 5th graders on the slow changes in the Earth's surface. She knows there is a lot of vocabulary that her students must know to understand the processes. After an introductory lesson on the vocabulary, Mrs. Tanaka gives a vocabulary quiz to her students. The vocabulary quiz is an example of: * Ipsative * Formative assessment * Summative assessment * Norm-referenced assessment

* Formative assessment

The lesson cycle begins with which of the following? * Informal assessment to gauge each student's progress toward the goals and objectives. * Reteaching or acceleration to address each student's needs. * Lesson design to develop strategies and build activities to promote student learning. * Formative assessment to determine what students already know about the content.

* Formative assessment to determine what students already know about the content.

Mr. Kiesler's Classroom - Drag & Drop * Give feedback as students are working * Refers back to the different types of symbiosis * Assures that student understands which type of symbiosis and why before walking away * Explains question, when student answered, says "You got it"

* Give feedback as students are working (timely) * Refers back to the different types of symbiosis (descriptive) * Assures that student understands which type of symbiosis and why before walking away (ongoing) * Explains question, when student answered, says "You got it" (collaborative)

The purpose of the Question Relay strategy is to: * Have several students respond to the same question. * Embarras the student by moving on before she can come up with a response. * Give the student time to think/gain confidence before circling back to the student. * Let the student off the hook because she didn't know the answer.

* Give the student time to think/gain confidence before circling back to the student.

In the example of pre-cueing, Ms. Green uses a rolling cue which: * Gives Ms. Green time to think of different ways to ask Ellie the question. * Gives all students the additional wait time they need to properly respond to the question. * Allows Ms. Green to tell Ellie the answer in advance so she could participate in class. * Gives Ellie time to develop a response as other students give their responses.

* Gives Ellie time to develop a response as other students give their responses.

According to Fisher and Frey, when students respond to robust questions, they provide teachers with valuable information. The six question types they identify are clarifying, heuristic, elicitation, and which of the following? * Inventive * Elaboration * Divergent * Visual

* Inventive * Elaboration * Divergent

Dr. Dylan William talks about clarifying, sharing, and understanding learning intentions and criteria for success. He believes that: * Posting daily learning objectives on the board is a highly effective strategy. * It is important to always begin a lesson with a learning intention every day. * Posting daily learning objectives on the board is a recipe for uninspired learning. * Administrators should not require a learning objective.

* It is important to always begin a lesson with a learning intention every day. * Posting daily learning objectives on the board is a recipe for uninspired learning.

Which of the following is true about checking for understanding? * It should be conducted daily. * It informs instruction. * It should occur when teachers feel confident students can respond correctly. * It is an integral part of a summative assessment.

* It should be conducted daily. * It informs instruction.

Ms. Buffey's class is preparing for their upcoming chemistry class. During class today they are reviewing their notes, and Ms. Buffey says, "Listen carefully as I explain the differences between ions and isotopes. Be ready to distinguish between the two." How is Ms. Buffey helping her students reach the learning goals? * Ms. Buffey is providing a cognitive prompt for students to reflect upon their answer. * Ms. Buffey is providing a question prompt to help her students develop their responses. * Ms. Buffey is providing a verbal cue that signals her students to something they might miss. * Ms. Buffey is providing an environmental cue that signals her students to something on the wall.

* Ms. Buffey is providing a verbal cue that signals her students to something they might miss.

Which of the following are characteristics of effective feedback? * Ongoing * Goal-oriented * Encourages self-assessment * Timely * Teacher determined

* Ongoing * Goal-oriented * Encourages self-assessment * Timely

Which of the following are strategies to democratize questioning in the classroom? * Placeholder statements * Write your response * Speculative framing * Question relay

* Placeholder statements * Write your response * Speculative framing * Question relay

Mr. Case has a large percentage of English Language Learners in his class. It is important that all of his students hear the questions and have time to develop a response to his questions. Which of the following strategies would be best to support his English Language Learners? * Pre-cueing * Speculative Framing * Randomizing * Think-Pair-Share

* Pre-cueing * Think-Pair-Share

Inverted questions are questions that: * Present the answer to the students, having them evaluate their previous response. * Confuse students because they must "guess what's in the teacher's head." * Present information to the students in the question, moving their response up to the application level. * Add context to the situation providing clarity, acting as a cue for students.

* Present information to the students in the question, moving their response up to the application level.

All of the following statements are true about norm-referenced tests EXCEPT: * Proficiency on high-stakes norm-referenced test is determined by measuring test-takers knowledge against specific standards * Norm-referenced assessments compare a student's performance to that of other students in a comparable peer group * Assessments such as the Stanford 10, SAT, and ACT are examples of norm-referenced assessments * A student who answers all questions correctly on a norm-referenced assessment will score a 99%

* Proficiency on high-stakes norm-referenced test is determined by measuring test-takers knowledge against specific standards

In a contextual solicitation question, adding context in the question: * Forces students to refer to the context in the text to find a response. * Provides clarity and cues students for what you want them to understand. * Encourages students to apply their previous knowledge to new situations. * Elicits a factual response from the student.

* Provides clarity and cues students for what you want them to understand.

Which of the following are examples of cognitive prompts? * Look at the examples on the anchor chart for the answer. * Remember, a possessive uses an apostrophe. What might the answer be? * In a solution one of the components dissolves. Has one of the components in your mixture dissolved? * I see you struggling. What is challenging your thinking?

* Remember, a possessive uses an apostrophe. What might the answer be? * In a solution one of the components dissolves. Has one of the components in your mixture dissolved?

Which of the following are true about clarifying questions? * Require students to think at an analyzing level of Bloom's Taxonomy. * Require students to think at the creating level of Bloom's Taxonomy. * Allow teachers insight into students' thought process. * Ask students to extend their thinking and justify their responses.

* Require students to think at an analyzing level of Bloom's Taxonomy. * Allow teachers insight into students' thought process. * Ask students to extend their thinking and justify their responses.

During his government course, Mr. Weaver is planning a unit on the Federal Reserve System and has pretested his students. What comes next in the lesson cycle? * Plan lessons embedding informal evaluations to gauge student progress * Reteach/accelerate instruction since he knows where his students are already * Administer a formal assessment on the new content that he taught * Set goals and objectives based on the results of the pretest

* Set goals and objectives based on the results of the pretest

Wait time is important because: * All students have time to raise their hands. * Students process questions at different rates. * Students have time to think and formulate a response. * All students will see who knows the answer.

* Students process questions at different rates. * Students have time to think and formulate a response.

In his art class, Mr. Hodges has been teaching a unit on the historical relevance of Renaissance painting and sculpture. His students have compared and contrasted several artists and works of art of the time and also identified the cultural influence of the period. Mr. Hodges has prepared a comprehensive test over the unit to assess mastery of the goals and objectives. The test is an example of: * Ipsative assessment * Norm-referenced assessment * Summative assessment * There is no correct response

* Summative assessment

Which of these should teachers do in response to a student's incorrect answer? * Teachers should accept incorrect answers without probing because of time constraints, student silence, or concern about embarrassing a student * Teachers should not provide immediate feedback in front of the class as they may embarrass the student. They should discuss it with the one-on-one. * Teachers should give the student an answer to a questio0n if the student does not answer correctly or immediately * Teachers should wait for 3 seconds for the student to revise or correct their response before moving on

* Teachers should wait for 3 seconds for the student to revise or correct their response before moving on

When using a second drafting questioning strategy: * The teacher asks other members of the class to build on the previous responses. * The teacher rephrases the question so that it resembles an inverted question to solicit improved responses. * The teacher ignores the initial response and calls students until she gets the answer she is looking for. * The teacher is looking to improve the quality of the initial response.

* The teacher asks other members of the class to build on the previous responses. * The teacher is looking to improve the quality of the initial response.

Which of the following are examples of a visual cue? * The teacher circles the pertinent information in the word problem on the board as she asks a question. * The teacher points to her bent knees when questioning about the proper stance for dribbling the ball. * The teacher told students to "pay close attention to this next paragraph as Juhn reads it." * The teacher moves toward the anchor chart that identifies pronouns when asking a grammar question.

* The teacher circles the pertinent information in the word problem on the board as she asks a question.

Identify the physical cues from the examples below. * The teacher moved toward the anchor chart that identifies pronouns when asking a grammar question. * The teacher points to her bent knees when questioning about the proper stance for dribbling the ball. * The teacher told students to "pay close attention to this next paragraph as John reads it." * The teacher circles the pertinent information in the word problem on the board as she asks a question.

* The teacher moved toward the anchor chart that identifies pronouns when asking a grammar question. * The teacher points to her bent knees when questioning about the proper stance for dribbling the ball.

Match each cue to its type. * The teacher moves and points to the sentence starters anchor chart as she asks Thomas to use academic language. * The teacher pushes an equilateral triangle toward a student who is struggling to identify the triangle. * The teacher says, "Be sure to watch the video before coming to class. There may be a pop quiz."

* The teacher moves and points to the sentence starters anchor chart as she asks Thomas to use academic language. (Environmental) * The teacher pushes an equilateral triangle toward a student who is struggling to identify the triangle. (Physical) * The teacher says, "Be sure to watch the video before coming to class. There may be a pop quiz." (Verbal)

Which of the following statements are true about formative assessments? * They are given at a single point in time to determine mastery of standards. * They may be comprehensive covering lessons over a week or more. * They are given frequently to check for understanding. * They are designed to help teachers provide targeted instruction for students.

* They are given frequently to check for understanding. * They are designed to help teachers provide targeted instruction for students.

Which of the following statements are true about summative assessments? * They are designed to help teachers provide targeted instruction for students * They may be comprehensive covering lessons over a week or more * They are given frequently to check for understanding * They are given at a single point in time to determine the mastery of standards

* They may be comprehensive covering lessons over a week or more * They are given at a single point in time to determine the mastery of standards

Which of the following are true about elicitation questions? * They provide the teacher with a good understanding of what the student knows. * They require students to operate at the analysis level of Bloom's Taxonomy. * They encourage the students to extend their responses to an inquiry. * Students unable to correctly respond to an elicitation question need further instruction and modeling. * They draw on skills and concepts already taught.

* They provide the teacher with a good understanding of what the student knows. * Students unable to correctly respond to an elicitation question need further instruction and modeling. * They draw on skills and concepts already taught.

Ms. Harn is preparing for a class discussion about the findings from the science experiment and is crafting probing questions to engage her students. She wants to make sure that all her students hear the questions and respond to them. Which of the following strategies would be important for her to use? * Calling on the first student that raised his hand * Think-pair-share * Helping the student by giving the answer * Randomizing her questioning

* Think-pair-share * Randomizing her questioning

Barry and Vicki are working on their science projects. Since they both chose to dig deeper into weather patterns, Mrs. Hill assigned them as feedback partners. Barry and Vicki met frequently and provided corrective and constructive feedback using the project rubric as a guide. After they had worked through their projects, Mrs. Hill would meet with them and provide specific feedback as well. Which of the following characteristics of effective feedback is being described above? * Motivational * Timely * Self-assessment * Collaborative

* Timely * Collaborative

An inventive question requires students to think at the highest level of Bloom's Taxonomy. * True. An inventive question requires students to speculate or create using their previous knowledge. * False. An inventive question probes students to apply their knowledge. * True. An inventive question requires students to analyze the situation. * False. An inventive question probes students to use what they know to evaluate the new information.

* True. An inventive question requires students to speculate or create using their previous knowledge.

Assessment plays a critical role in good instruction. * False. Curriculum and instruction work together as the primary determinants of learning * True. Curriculum and instruction work together with assessments as a continuous process to gauge learning * True. Assessment determines the curriculum and the strategies for instruction. * False. Assessment occurs after learning has taken place. Curriculum and instructional strategies are more critical to learning.

* True. Curriculum and instruction work together with assessments as a continuous process to gauge learning

Checking for understanding gives teachers the opportunity to: * Uncover misconceptions that are getting in the way of learning * Determine what the learner knows or doesn't know * Analyze why students are thinking the way they are and probe deeper * Determine what questions should be on a test

* Uncover misconceptions that are getting in the way of learning * Determine what the learner knows or doesn't know * Analyze why students are thinking the way they are and probe deeper

Which of the following are examples of divergent questions? * Can you show me where you found that information? * Why does the wind change direction with a front? * What advice would Karana (Island of the Blue Dolphins) have for Brian (Hatchet)? * Whay would happen if we switched X and Y?

* What advice would Karana (Island of the Blue Dolphins) have for Brian (Hatchet)? * Whay would happen if we switched X and Y?

From reading the article Helping or Hindering, you learned: * When teachers pair grades with comments providing richer feedback, most students focus entirely on the grade and fail to process the comments. * Students must understand that they are born with talent (or lack of it) and that their personalities determine whether or not they are "good at math" or "good at writing." * When teachers pair grades with comments providing richer feedback, most students pay close attention to the specific comments and apply them to their learning. * Grades and rankings give students a great deal of information on how to improve.

* When teachers pair grades with comments providing richer feedback, most students focus entirely on the grade and fail to process the comments.