We s t L o t h i a n C o u n c i l E d u c a t i o n a l P s y c h o l o g y S e r v i c e

Raising Attainment
Information Sheet 1 of 6

Effective Questioning

What is Effective Questioning?

Effective questioning is a key tool in Assessment for Learning strategies and should
be planned such that a range of responses are anticipated. Good questions lead
the learner on a journey in which there is a balance between content (who, what,
when) and process (how, why).

Why is Effective Questioning Important?

Effective questioning is a key aspect of the teaching and learning process, as the
kinds of questions we ask determine the level of thinking we develop. Lessons
that incorporate questions are more effective in raising attainment than lessons
which do not. Good questioning requires time for pupils to think and respond,
and the more learners are actively engaged in learning, the less scope there is to
switch off.

Asking well structured/thought-out questions has a number of positive benefits

within the classroom including:
• Directing students’ thinking in a particular way
• Encouraging learners to think and actively construct their own schemas
• Structuring or guiding the learning of a task
• Allowing teachers to assess the learning of their students both in terms of
what they bring to the lesson and what they are taking from the lesson
• Identifying gaps and/or misconceptions in students’ learning
• Providing immediate insight into where the learning of pupils has
developed to
• Helps students clarify their understanding of a topic
• Motivating students’ interest and engagement in a topic
• Providing opportunities for student learning through discussion

What are the Characteristics of Effective Questioning?

Good questions are purposeful and promote learning. Teachers should anticipate
where mistakes may arise and have probing questions or examples ready to shape
learning . How teachers respond to erroneous answers is critical in maintaining
trust and developing curiosity. Mistakes should be experienced genuinely as
learning opportunities.
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Types of Questions
• Closed questions are useful in checking pupils’ memory and recall of facts.
Typically there is only one ‘right’ answer.
Who discovered penicillin? When was the battle of Flodden? What are the char-
acteristics of living things?
However, closed questions can invite a game of ‘guess what the
teacher is thinking’. Wrong responses risk humiliation in a public arena
and can create ‘performance anxiety’ which reduces the willingness of
some pupils to contribute ideas.
• Open questions have more than one answer and typically promote higher
order thinking skills. When well designed, they enrich the learning experience
by encouraging links to be made by the learner from previous understanding to
the current situation. They can also enable teachers to check pupils’ knowledge
and understanding, to assess learners’ ability to apply acquired knowledge, and
generalise it to new contexts boosting problem solving skills and developing
creativity.
What do you remember about Stig? What do you think will happen next?
How are you going to remember how to spell ‘friend’? Why might some
birds mate for life? What are the pros and cons of planning an essay?

Bloom’s Taxonomy
There is a hierarchy of types of learning in the classroom, with the most in depth at
the top, therefore questions can be planned to develop deeper learning:

How could you

What would infer from?

Creating design/invent a new
way to...?
What ideas can you add
to...? How would you
design...? Do you agree
that...? Evaluating
What are the parts
of...? Features of...?
Classify according
Analysing to....?

How is .... an example

of? How is ... related to?
Applying

Can you explain the

Understanding writer’s ideas
about...?

Who, what, why, where,

how?
Remembering
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Strategies for Effective Questioning

• Ask learners in twos or threes what This helps to enrich the answer and may but ,as far as possible, be clear where
allow the initial responder to reconsider their the question is leading. Be prepared to
they would like to know about the topic or
answer in light of other ideas. be flexible and inclusive about the
subject first to stimulate interest and
assess how much the pupils already know • Allow thinking time and then allow route – What else? How come? What
if? How do think/feel/ know? Are
about it. people to change their minds or have
examples that can extend simplistic
• Ask pupils to discuss their answers
another go. Do you still think …? This helps
to keep pupils thinking and puzzling about
responses.
first; this enables shy pupils to contribute
more and for many pupils it is much more
what they really think or believe, especially • Show appreciation for any answer
where new information is revealed – What and give appropriate praise for high
comfortable to say ‘we thought’ than ‘I
would happen if ….? quality responses
think’.
• Ask a thought provoking question at
• Ensure a balance between closed and • Wrong answers should not be left
open questions as well as content and uncorrected, but followed up with addi-
the start of the lesson to crystallize a key
process related questions. A simple first tional related questions, or allow “wait
concept and engage learners – this might
question if well prepared can lead into a time” to provide students with an
be asked again at the end of the lesson or
journey of true discovery opportunity to rethink answers
topic.
• Ask the rest of the class to evaluate a • Develop a stock of good follow up
• Rephrase questions to simplify
them or ask them in another way
response – what does everyone else think? questions which might be quite simple

Maximise Responses by... Minimise Responses by...

Asking open questions that begin with words like Asking closed questions that have a “yes” or “no”
“What if...” “Explain,” “Analyse” “Create” and response or questions that simply require direct recall
“compare and contrast” etc. of definitions and/or information.

Increasing “wait time” after you pose a question, to Calling on students directly after you pose a question
allow students more time to process the question in and calling on a student before you even ask the ques-
their minds. tion
Asking students to elaborate on their answers and Telling a student their answer is wrong and not asking
asking students “why?”. them to think about why it is wrong.

Allow opportunities for students to pose questions Straight lecture without student interaction.
amongst themselves.
Providing opportunities that challenge students’ Providing opportunities that do not encourage creative
original conceptual understandings. and critical thinking.

Encouraging students to work through their decision Giving students direct answers to their
making process, even if it brings frustration and makes questions without allowing them to think through the
them leave their comfort zone of learning. decision making process.

Overview
Effective questioning is a key aspect of the teaching and learning process. How questions are fielded by
teachers sets the learning climate and enables pupils’ thinking to be revised, affirmed and extended in a cost
effective way which also supports positive relationships between teachers and learners.

For further information: Educational Psychology Service

West Lothian Civic Centre
Clarke, S. (2001). Unlocking Formative Assessment. London: Hodder Howden South Road
and Stoughton. Livingston
www.ndt-ed.org/TeachingResources/ClassroomTips/
EH54 6FF
01506 283130
Effective_Questioning.htm
http://projects.coe.uga.edu/epltt/index.php?title=Bloom% http://www.westlothian.gov.uk/education/
27s_Taxonomy and click on Educational Psychology Service