The difference between a good question and a bad question –

The difference between a good question and a bad question

What is the definition of a ‘good question’?

We often say to each other, ‘This is a good question,’ by which we usually mean, ‘I don’t know the answer’ or ‘I haven’t thought about asking it yet, but it seems worth asking.’

We can begin to define a good question by taking a look at the opposite. A question can be ‘bad’ for many reasons. A question is only one Strategy (For investigation) and so there must be a purpose or purpose if we want to evaluate its quality.

(I’m surprised about The purpose of a question Which I have included before Guide to questions in the classroom)

It must have some kind The goal.

So most broadly, a question can be called ‘bad’ if it doesn’t have one Purpose Or Intention Or does not meet that goal or intent (although some other fails to make an impact that was unintentional but still somehow positive).

A bad question can therefore be asked if it uses irrelevant, inaccurate or vague language.

Instead of revealing what a student knows, a bad question will become obscure Now.

Moreover, a bad question will prevent a student from creating or approving and promoting rather than creating New Knowledge.

A question can be considered bad if it is used in constructive assessment, without providing any usable (formal or informal) data that a teacher can use to correct the planned instruction.

Thus being asked, a bad question cools both the teacher and the student where there is no clear and practical way forward.

A bad question intimidates, confuses (although not all confusions are bad), or somehow creates a disturbing emotion that enables students to use their cortex as effectively as they can in a calm state.

It may be based on faulty premises, it may be loaded with cognitive bias, logical errors, or other irrational patterns of thought.

It may be outside the proximal development zone (e.g., too easy or too difficult) for what it is called.

It may not be very difficult (in terms of content knowledge) but its language or sentence structure can be unnecessarily complicated. The result here is that the student gets the ‘wrong’ question even though he ‘knew the subject.’

As we have made clear, a question is simply a learning technique. A part. Then, you might think of a ‘bad question’ as a ‘bad tool’: it doesn’t do what it wants to do.

In education, this usually means failing to provide short-term and / or long-term learning benefits / improvement for the student.

A good question, of course, is different. Although (mostly) ignores the subtleties of the concept QualityThere are some things we can usually consider a good question (note the purposefully vague language-Some thingsACould considerAUsually eligible)

A good question in an exam – for example – will be efficient and precise depending on the purpose. If a certain academic standard teacher wants to assess a student’s proficiency, then the question should be written in a way that does exactly the same thing: evaluates their proficiency in exactly that criterion.

As we have discussed, it does not require ‘fat’-unnecessary words, overly complex vocabulary, or other (unnecessary, unrelated, or still uneducated) knowledge or skills. Of course, a question may contain language and requires knowledge or skills unrelated to the specific criteria to be assessed, but the teacher understands this – and thus understands that the student may still get ‘wrong’ questions while still mastering the standard.

See? It’s complicated.

Traditional education has long held that we should help our students learn and they can prove that they are learning by answering questions correctly. But answering questions correctly cannot be the goal of education, only a strategy to achieve a larger goal.

The simplest criterion for evaluating the quality of a question, then, might be: A good question helps students learn and learn how to learn in a sustainable, search-based, student-led way. At its best carnage, a bad question is centered as a kind of academic bar for the student to prove himself.

Worst of all, a bad question completely stops the learning process through confusion, ambiguity and discouragement, confusing both teachers and students as they make their way through the learning process. (See also What is cognitive load theory?)