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Open Response Questioning Strategies
Templates for Constructing Open- Ended Questions:
AnalysisWhy do______? Explain your answer.
What are some possible explanations as to why______?
Would other ______be affected by ______? Why or why not?
How does ______? Support your answer (with information from reading, from the chart etc.).
Tell what ______did wrong. How would you design a better way?
Draw a describe ______. Explain why ______.
Explain several reasons why ______.
Explain how ______.
Describe several ways ______.
Describe several things we can do to ______.
Discuss (describe) ______. Explain how ______.
Explain how you arrived at your answer using pictures, words, equations. (Math)
What is the fewest number ______? (Math)
What is the most ______? (Math)
Estimate how many ______. Explain how you made your estimate. (Math)
Predict and describe ______. Support and defend your answer.
Discuss the likelihood that ______.
From the information on chart, what is true of ______?
List the property of ______. How are ______?
Show or explain the role of ______. (how ______).
Would everyone agree with ______? Why or why not?
Comparison & Problem Solving
Suppose you want to ______. Make a ______and ______.
Tell why you chose (included) each.
Suppose you were a ______. Tell how you ______. Explain why you ______.
If you had to ______, which ______would you suggest.
Explain your answer.
If ______, how would ______be affected. (why)?
Make a graph showing ______. (Math)
Would you rather have ______or ______? Tell why. (Math)
Discuss the pros and cons of ______.
Discuss differences and similarities that exist between ______.
Include advantages and disadvantages.
Think of a problem that ______. Describe the problem and give a solution.
Discuss the advantages and disadvantages of ______.
What could be done about ______? Give reasons for your answer.
Compare the ______. Tell which ______would be most likely and which ______would be least likely. Support your answer.
Tell what would happen if ______.
List the differences (similarities) in ______.
What are the advantages of ______? What are the disadvantages of ______? What would you do? Why?
Evaluation
Imagine you are ______(in ______).
A. Based on what you know about ______, select (chose/decide)
______and explain your selection (chose/decision).
B. Write an argument you would use to convince______. Use
information from your reading to support your argument.
Would you like to ______? Why or why not? Explain your answer giving examples from______.
How do you think ______feels about ______? Explain your answer.
Why do you think the ______? Give reasons for your answer (using examples from the reading).
Is the answer correct? Explain your answer. (Math)
Steps to Writing Open-Ended Questions:
1) Examine your subject or topic.A. Decide on concepts that could be assessed using open-ended questions.
B. Make a list of three or four ideas.
C. Plan the purpose and decide what part of your lesson would be best for using open-ended questions.
2) Decide what you want students to do.
A. Consider many different possibilities to determine the best format to use. (Do you want students to compare, contrast, to describe, to evaluate, to predict, etc.?)
B. Decide if there is a match between the content and the expectations you have for students.
3) Use the RAMPS procedure for constructing the prompt.
A. Write a scenario for the prompt. (a description of the situation).
1. What is the student's role? (R)
2. Is there a particular audience? (A)
3. What is the context (setting) for the problem? (S) Other considerations (optional):
4. What is the problem?
5. What assumptions (if any) should be included?
B. Write the expectations related to students responding to the question.
1. Decide the mode (or form) that students are to use (i.e. a letter, a plan, a summary, explanation, etc.) (M)
2. Decide the purpose (i.e. to evaluate, compare, explain, predict, etc.) (P) Other considerations.
3. Make sure expectations are specific.
4. Include any specific content/concepts you want the student to explain.
5. Decide if students should include representations such as charts, diagrams, or pictures with their explanations.
4) Develop a scoring guide.
Four Column Method for Answering Open-Ended Questions:
In tracking OR questions, students use the 4 column method to read the question critically, think through a plan, and write an outline for an answer.Columns 1 & 2 require reading
Column 3 requires integration of process and content
Column 4 makes connections and moves students beyond proficiency
Knowledge (KNOW) / Processes (DO) / Level of Proficiency / Connections
What are we talking about
Students write down what the questions is about--using the language from the question
This involves a look at critical vocabulary and sets the parameters for the first step of reading and thinking / What do I have to do?
How many questions do I have to answer?
How many times do I need to do it?
Students write down power verbs, key words, and numbers
This delineates processes, content and amount needed / What do I know that can answer these questions?
Students focus on the content & the number of requirements in the questions to assure a complete answer
This moves students to the proficient level--they must answer all parts for proficiency / How can I make this answer better?
How does this apply to other things? What other examples or effects can I think of?
Students make connections with previous knowledge
This process enhances breadth and depth of answers and may prompt additional ideas if the student was "stuck."
Four Column Method Continued:
Students will need multiple experiences with the 4 column method to develop proficiency with the need skills. Teachers can provide those experiences by following the suggested process below:1-Students work in triads (groups of 3) to analyze an OR question using the 4 column method and then write a proficient response. Using existing KIRIS questions and their rubrics allows students to see immediately if their group response was proficient.
2-Students continue to work in triads, responding to cued OR prompts (questions that relate to material recently covered in the class). They complete the four column model together and write an answer together. Students remain at this step until, as a group, they can write proficient responses.
3-Students respond individually to cued OR prompts on an individual basis, using the four column model. With completed answers, the triad members share their responses and assist in reshaping answers to improve quality. This step would also be repeated as necessary.
4-Students respond individually to cued prompts and then triad members score the responses with the rubric. This process would also be repeated several times.
5-Students respond individually to independent (non-cued) prompts--scrimmage for the KIRIS test. This process would also occur several times, with feedback provided by the teacher, extra assistance through ESS, etc.
Example Questions Using Four Column Method:
KNOW / DO / LEVEL OF PROFICIENCY / CONNECTIONSWhat are we talking about?
Look for vocabulary words to use. / What do I have to do?
Write down verbs, key words, and numbers / What do I know that can answer these questions?
Focus on the content and the number of requirements in the questions to assure a complete answer.. / How can I make this answer better?
How have I experienced this before?
How does this apply to other things?
AUTOMOBILE IMPACT
The automobile has become the main means of transportation in the United States. As more people use automobiles, there are benefits as well as problems, discuss the ADVANTAGES and DISADVANTAGES of using automobiles. Be sure to include at least two examples of advantages and two examples of disadvantages.TEAM LEADER
You would like to be chosen as a team leader for a class project. Think about what you want the team to know about you. Describe three of your strengths and explain why each of these strengths is important for leadership.BACK AND FORTH
When some things change, they cannot change back. For example, a person who has grown up cannot become a child again. Other things can change and then return to the way they were before. For example, you can tie a knot in a rope and then untie it.a. Give two or more examples of things that change so they can never change back to what they were. Tell why these changes cannot be reversed.
b. Give two or more examples of things that can change and then can change back to be as they were. Tell why such changes can be reversed.
Open-ended Questioning 1