Tips for creating short answer and essay questions
- Consider longer-answer formats that will better test student knowledge because they do not solely rely on recognition or recall of items. These include short answers (sentences or paragraphs) and essays.
e.g., What is __? or how could __ be put into practice?
- Consider the course learning outcomes. Design questions that appropriately assess the relevant learning objectives.
- Make sure the content measures knowledge appropriate to the desired learner level and learning goal.
- When students think critically they are required to step beyond recalling factual information, incorporating evidence and examples to corroborate and/or dispute the validity of assertions/suppositions and compare and contrast multiple perspectives on the same argument.
- Ensure that the item clearly specifies how the question should be answered,
e.g., paragraphs? sentences? Is bullet point format acceptable, or does it have to be an essay format? etc.
- Specify how many marks each question is worth.
- Communicate your expectations around word count in your assessment instructions. Include how you will deal with submissions that are outside the word count (for essays).
- Word limits should be applied within Canvas for discursive or essay-type responses.
Will you require your students to reference their sources?
- Referencing requires additional time for students so this should be accounted for in the total time to complete the assessment. References should not count towards the total word count.
- Check that your language and instructions are appropriate to the student population and discipline of study. Not all students have English as their first language.
- Ensure the instructions to students are clear, including optional and compulsory questions and the various components of the assessment.
Questions that promote deeper thinking
Use “open-ended” questions to provoke divergent thinking
These questions will allow for a variety of possible answers and encourage students to think at a deeper level. Some generic question stems that trigger or stimulate different forms of critical thinking include:
- “What are the implications of ?”
- “Why is it important?”
- “What is another way to look at ?”
Use questions that are deliberate in the types of higher order thinking to promote/assess.
Rather than promoting recall of facts, use questions that allow students to demonstrate their comprehension, application, analysis, etc. of the concepts.
Generic question stems that can be used to trigger and assess higher order thinking:
Convert information into a form that makes sense to the individual.
- How would you put __ into your own words?
- What would be an example of __?
Apply abstract or theoretical principles to concrete, practical situations.
- How can you make use of __?
- How could __ be put into practice?
Break down or dissect information.
- What are the most important/significant ideas or elements of __?
- What assumptions/biases underlie or are hidden within __?
Build up or connect separate pieces of information to form a larger, more coherent pattern
- How can these different ideas be grouped together into a more general category?
Critically judge the validity or aesthetic value of ideas, data, or products.
- How would you judge the accuracy or validity of __?
- How would you evaluate the ethical (moral) implications or consequences of __?
Draw conclusions about particular instances that are logically consistent.
- What specific conclusions can be drawn from this general __?
- What particular actions would be consistent with this general __?
Carefully consider arguments/evidence for and against a particular position.
- What evidence supports and contradicts __?
- What are arguments for and counterarguments against __?
Identify cause-effect relationships between different ideas or actions.
- How would you explain why __ occurred?
- How would __ affect or influence __?
Generate imaginative ideas or novel approaches to traditional practices.
- What might be a metaphor or analogy for __?
- What might happen if __? (hypothetical reasoning)