Costa’s Level Of Questioning

Costa’s Level Of Questioning

A level of questioning is a way for teachers to assess student learning. Teachers will ask students questions that require students to demonstrate their understanding of what they have read or heard. For example, if a teacher wanted to assess how well students understand how to calculate the area of rhomboid shapes, they could ask them to show their reasoning (through drawings) as they explain how they would find the area.

1. Factual questions

Factual questions are the easiest for students to answer. They require basic recall and understanding of a text or lecture. These questions include “What happened first?” and “What is the main idea of this passage?” An example would be:

“Name the two main modes of transportation that were used by early explorers.”

– these questions require the student to recall basic information from a text or lecture. An example would be “What happened first?” These are usually used to check student’s understanding of basic facts.

• These questions require the student to recall basic information from a text or lecture. An example would be “What happened first?” These are usually used to check student’s understanding of basic facts.
• Example: What came first, the chicken or the egg?

2. Conceptual questions

• Conceptual questions ask students to classify, summarize, explain, interpret, and put into their own words the material they have read, heard, or viewed; they require a more complex analysis and interpretation than factual questions. An example would be “What does this mean?” Conceptual questions can be used as a starting point for further discussion; for example:

A. “How do you think this information fits in with what we already know about Costa Rica?”

B. “How does what we’ve discussed today help us understand why some countries are rich while others are poor?”

C. “Why did the author use statistics rather than personal stories to support his point of view?”

– these questions ask students to classify, summarize, explain, interpret, and put into their own words the material they have read, heard, or viewed; they require a more complex analysis and interpretation than factual questions. An example would be “What does this mean?” Conceptual questions can be used as a starting point for other kinds of learning activities.

>- These questions ask students to classify, summarize, explain, interpret, and put into their own words the material they have read, heard or viewed; they require a more complex analysis and interpretation than factual questions. An example would be “What does this mean?” Conceptual questions can be used as a starting point for other kinds of learning activities.

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• In order to answer these types of questions well, students will need to draw on information that they have learned in previous lessons or classes. For example: What are some examples of animals that live under water? How do birds fly? Why is it important that we wear gloves when we perform surgery?

3. Procedural questions

Procedural questions require the student to demonstrate how something in the text/lecture is done or how something is carried out. An example would be “How do you calculate finding the area of a rhomboid?”

– these questions require the student to demonstrate how something in the text/lecture is done or how something is carried out. An example would be “How do you calculate finding the area of a rhomboid?” These questions can often involve problem solving, but are different than problem solving in that they are still asking about the steps needed to complete an action.

These questions require the student to demonstrate how something in the text/lecture is done or how something is carried out. An example would be “How do you calculate finding the area of a rhomboid?” These questions can often involve problem solving, but are different than problem solving in that they are still asking about the steps needed to complete an action. For example:

• How would you do this? (Demonstration)
• How would you carry out this task? (Demonstration)

4. Meta-cognitive questions

Meta-cognitive questions require students to think about their own thinking and to use their knowledge to solve problems. An example would be “How do you know that?” These are questions that require students to think about their own learning and to use their knowledge to solve problems.

Example: You can ask your child, “What is the problem?” or “What are you thinking about?” These questions help your child recognize what he does not know yet and develop strategies for solving the problem.

Whether you are an educator or a student, the four types of questions above can be used to help you learn. The key is knowing which one is right for each situation and being able to identify what level of questioning works best with different types of learners.