Essential Details
Interaction Type | People | Time | Stakes |
---|---|---|---|
★ Learner-to-Learner ✖ Learner-to-Instructor ★ Learner-to-Content |
✖ Individual ★ With Others |
★ Asynchronous ✖ Synchronous |
★ Low-Stakes ✖ High-Stakes |
Description
After reviewing material, students write a quiz question and share it with faculty or other students.
The question stem can ask for a definition, ask for a solution, differentiate between concepts, or ask for an inference. Students can present a scenario and have students select a procedure or principle to apply.
Effective question stems are meaningful (mostly complete) by themselves, pose a question, and present a problem.
Answer choices, or alternatives, should have parallel grammatical structure and be clear. There should only be one correct answer.
Example
A faculty sets up a Canvas Discussion with the option "User must post before seeing replies." A student then is prompted to write an original question.
A student can write the following question for the Political Science course:
Question: What is the chief difference between how newspapers and TV news cover campaigns and influence voters?
- A.Newspapers and TV news differ drastically in terms of content.
- B.Newspapers and TV news have enormous impact on public opinion.
- C.Newspapers play a significant but limited role in informing voters.
- D.TV news does not differ substantially from newspapers in the quantity of coverage.
(Note the parallel structure, clear alternatives, and one correct answer (C).)
The student can then answer a question written by another student.
Bloom's Level
The level in bold indicates this activity’s place within Bloom’s Taxonomy of learning (Cognitive Domain). Higher-levels contains lower-levels within it.
Level | Action |
---|---|
Sixth |
Create |
Fifth |
Evaluate |
Fourth |
Analyze |
★ Third |
★ Apply |
Second | Understand |
First | Remember |
Verb
Perform (Write)
Tools
- Canvas Discussion
- Canvas Assignment
Teaching Goal
Check for Understanding