Learning Innovation Lab
Re-imagining Education Through Innovative Designs for Learning
  • Home
  • Innovators and Big Questions
  • Tools
  • IN THE NEWS
  • About Us
  • Contact
  • Master Innovator Portal
    • Cohort 22
Picture
Back to Learn More
Picture

Todd Mills/ Assessments            Mills Home        Learn More        Standards        Inspiration         About the Author


Assessing Quality Questions and the Program

Picture
See below for:
  • a sample rubric for Quality Questions
  • a sample questionnaire for students regarding the effectiveness of your QQ program

Picture
HOW-TOs
Picture
LESSONS
Picture
REFERENCES

A Rubric and List of Quality Question Descriptions
Created for My 7th Grade Classroom

I created this by first defining Quality Questions for myself, then interviewing fellow teachers and students.
Finally, I paid attention to my students' questions.
The first Document is the rubric itself, while the second document is a list of quotes from fellow teachers and students.

Asking Fellow Teachers to Define Quality Questions

Picture

I kept my requests to fellow teachers simple in an email:

"Hi 'Diane',
I’ve got something for you to think about.

I am trying to define or describe to my students what makes a QUALITY QUESTION.  I think if I can teach them this, it would make them better students.
 
So:
What do you think a quality student question looks or sounds like? 
When we hear a quality question, how do we know, think, or exclaim, “Wow, great question!”?
 
Think about it and let me know.
Thanks for helping me,
Todd"

Questionnaires About QQ Effectiveness

The questionnaire below is for student feedback.
It asks about their thinking about asking more quality questions, and their opinions about the incentives offered.
Follow this link to read a larger version
Some interesting student responses:

“Focusing on the quality made me think more critically by forcing my brain to focus and think.”

“I think that thinking about answers instead of questions make your questions shorter. Thinking about the question you want to ask instead will make you think "Oh wait, I think I can go more in depth by..."”

“It reversed the process of learning information, giving me the power to ask questions and receive answers.”

The questionnaire below focuses on incentives- both past and, possible, future incentives.
I found out that some of the incentives I offered did not really inspire students and others were more exciting to students.
Picture
Click the image to see details
Picture
Click the image to see datails
Follow this link to read a larger version
© 2012-2014, 2015-2019 All Rights Reserved           
Learning Innovation Lab, Leading Innovation Lab and Teaching Innovation Lab (formerly LearnovationLab & TILTnet) are licensed under a
Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.  Based on a work formerly at learnovationlab.org.