Writing Effective Clicker Questions

Introductory Exercise
Examine the six questions below. Assume you are a student in classes where
these questions would be appropriate. Rank the questions from easy to most
challenging based on the character of the question.
A. Which one of the following values approximates best to the volume of
a sphere with radius m!
a" #$$$m% b" &$$$m% c" $$m% d" #$m% e" &#m%
'. (ow successful were recent income tax cuts in spurring economic
growth!
). What is the capital of *aine!
+. (ow would you restructure the school day to reflect children,s
developmental needs!
E. )ontrast the floor of the Atlantic -cean with the shape of a bathtub.
.. Which statements in the /resident,s 0tate of the 1nion address were
based on facts and which were based on assumptions!
Were some questions easier to rank than others! If so2 which!
Were there some questions that were more difficult to separate! If so2
which!
&
'loom,s 3axonomy4 A .ramework for 5earning
-ver forty years ago2 'en6amin 'loom and several co7workers created a taxonomy of
educational ob6ectives that continues to provide a useful structure for organi8ing learning
exercises and assessment experiences at all levels of education 9'loom and others2 &:;<
Anderson and 0osniak2 &::=< Anderson and >rathwohl2 #$$&". 'loom?s taxonomy
divided cognitive learning into six levels2 from lower7level thinking skills such as
memori8ation to higher order thinking that involves the evaluation of information. 3he
taxonomy has been used by instructors in geology courses to guide the development of
questions that address a full range of cognitive skills. Each taxonomy level is described
briefly below and examples of specific questions linked to each of level are discussed.
Blooms
Taxono
my
Learning Skill Question stems*
Knowledge memorization and
recall
What is . . . ?
Who, what, when, where, how ...?
Describe . . .
Comprehension understanding What would happen if . . . ?;
What does . . . illustrate about . . .?;
What is analogous to . . . ?
Application using knowledge ow could . . . be used to . . . ?
What is another e!ample of . . . ?
Anal"sis taking apart
information
ow does . . . affect . . . ?
What are the differences #similarities$
between . . . ?
What causes . . . ?
ow does . . compare%contrast with . .?
&"nthesis reorganizing
information
What is a possible solution for the
problem of . . . ?
ow would "ou create%design a new . . ?
ow does . . . relate to what we learned
before about . . . ?
'(aluation making )udgments Wh" is . . . important?
What is the best . . . , and wh"?
Do "ou agree%disagree that . . . ?
@ from >ing2 A.2 &::2 3eaching of /sychology2 v.##2 p. &A7&B.
#
0ummary of 'loom,s 3axonomy
Knowledge
Answers to knowledge questions indicate if a student knows and can recall specific
information. Examples of questions that assess knowledge are some types of multiple
choice questions2 trueCfalse questions2 definitions2 matching questions2 or lists. Duestions
that ask students to define2 identify2 list2 or name are often EknowledgeE questions.
Comprehension
Responses to comprehension questions report information or observations. 0tudents must
possess some basic knowledge of the sub6ect to correctly answer comprehension
questions. )omprehension questions can fall into several categories and may require that
students convert2 summari8e2 classify2 infer2 compare2 or explain information.
Application
Application often involves applying rules or principles to new situations2 using known
procedures to solve problems or demonstrating how to do something. Duestions that ask
students to solve a problem using a known equation or to select a procedure to complete a
new task would be considered application questions.
Analysis
Answers to analysis questions may give directions2 make commentaries2 scrutini8e data2
explain how something works2 or distinguish fact from opinion. Analysis requires that
students break information into component parts to identify its organi8ation. 0tudents are
expected to find links between data and interpretations and to discover which material is
relevant to a task and which is extraneous. Duestions that ask students to diagram2
illustrate2 outline or subdivide would be considered analysis questions.
Synthesis
While analysis typically requires that students break information down into its constituent
parts2 synthesis combines a series of parts into a greater whole. Duestions that ask
students to combine2 compile2 create2 devise2 plan2 or organi8e are often considered
synthesis questions. Duestions may ask students to create multiple hypotheses to explain
a phenomenon2 to develop a plan to solve a problem or to devise a procedure to
accomplish a task.
Evaluation
Responses to evaluation questions make 6udgments about facts2 data2 opinions or research
results using evidence and scientific reasoning. Food answers require students to analy8e
and synthesi8e information and clarify ideas. Evaluation questions might ask a student to
appraise2 critici8e2 6ustify2 or support an idea or concept.
Review the six original questions (page 2) and classify them using Blooms
Taxonomy.
A
1sing 'loom,s 3axonomy for Writing )licker Duestions
)licker 9conceptest" questions should be challenging enough to require students to do
more than simply memori8e facts but should not be so difficult so as to discourage
student participation. Instructors should aim to have between A7B$G of the class get the
question correct on the first attempt.
Knowledge
Answers to knowledge questions indicate if a student knows and can recall specific
information. Examples of questions that assess knowledge are some types of multiple
choice questions2 trueCfalse questions2 definitions2 matching questions2 or lists. Duestions
that ask students to define2 identify2 list2 or name are often EknowledgeE questions. 3he
following are knowledge questions.
>&. Which one of the following persons is the author of E+as >apitalE!
a" *annheim b" *arx c" Weber d" Engels e" *ichels
>#. Which section of the atmosphere contains the o8one layer!
a" 3hermosphere b" 0tratosphere c" 3roposphere d" *esosphere
>nowledge questions are not appropriate as conceptest questions as they can be answered
by memori8ation of basic facts rather than understanding of concepts.
Comprehension
Responses to comprehension questions report information or observations. 0tudents must
possess some basic knowledge of the sub6ect to correctly answer comprehension
questions. )omprehension questions can fall into several categories and may require that
students convert2 summari8e2 classify2 infer2 compare2 or explain information.
0tudents should be able to convert text to an illustration or vice versa. Information is
often presented in the form of diagrams2 graphs2 maps2 or cross sections. 3hese visual
learning prompts hold little mystery for instructors but are often unfamiliar to students.
)reating questions that require students to deconstruct images2 or to generate their own2
forces them to look more closely at information and how it is presented.
=
)&. Examine the map of the worlds oceans and use it to answer the question that
follows.
-cean currents at F are flowing in what direction!
a. to the west c. to the north
b. to the east d. to the south
)lassification places specific features or concepts into more general classes. 3his requires
that students recall features used to group ob6ects or phenomena2 identify key features by
observation2 and finally place those features in the context of the general classification
scheme. >nowledge would allow a student to remember that a rock sample seen in lab
was granite. )omprehension involves taking a new rock sample and correctly classifying
it as granite.
)#. Which of four pictures is an example of cubism!
3he correct use of inference reflects an understanding of how related features are linked
together. Inference involves recogni8ing the correct pattern in a series of examples2
identifying relationships between multiple features2 or drawing a logical conclusion from
presented information. *emori8ing material as a series of discrete facts or isolated
definitions 9knowledge" is not sufficient to answer such questions correctly.
)A. )omplete the ordered list by adding the missing term. Atom2 element2
HHHHHHHHHHHH2 rock.
a" granite b" fossil c) mineral d" molecule
)=. .ill in the blank to complete the analogy. 3he yolk is to the egg as the
HHHHHHHHHHHH is to Earth.
a" crust b" mantle c) core d" asthenosphere

0tudents should be able to compare similarities or contrast differences between two

ob6ects or concepts. )omparing or contrasting a familiar ob6ect to a specific feature or
process encourages the construction of knowledge on a familiar platform.
). Examine the figure below and place these common food items 9maple syrup2 milk2
peanut butter2 fro8en yogurt" in the correct position for their relative viscosity. What
is at position I'!
igh
(iscosit"
*ow
(iscosit"
C
A B D
a. fro8en yogurt b. milk c. peanut butter d. maple syrup
Explanations may provide reasons2 suggest solutions2 or make predictions about
outcomes from real or hypothetical situations.
);. In the landscape below2 how would the
amount of rainfall change at location J
if the mountain eroded down to the
dashed line!
a. Rainfall would increase
b. Rainfall would decrease
c. Rainfall would stay the same
)B. The town of Pleasantville is located at a meander bend in a floodplain. In order to
reduce the threat of property loss due to erosion, Pleasantvilles engineer proposes
the construction of the diversion structure shown in the diagram below.
Along the course of the diversion2 the stream gradient will be HHHHHHHHHH than the
gradient along the existing meander bend.
a. greater b. less than c. the same
;
Application
Application often involves applying rules or principles to new situations2 using known
procedures to solve problems or demonstrating how to do something. Duestions that ask
students to solve a problem using a known equation or to select a procedure to complete a
new task would be considered application questions.
Ap&. 3he air in a balloon has a temperature of #; ) at sea7level. 3he balloon rises to
an elevation of #2$$$ meters without the addition of any additional heat. What
is the temperature of the air in the balloon at #$$$ meters assuming a normal
lapse rate!
a" A: ) b" A#. ) c) 13 C d" ;. )
Ap#. A researcher has found a high correlation between eating a breakfast cereal high
in soluble fiber and a decrease in colorectal cancers. 3his means4
a" that in this study increased fi!er inta"e was statistically associated
with decreased rates of colorectal cancers
b" that eating breakfast cereals high in fiber prevents colorectal cancer
c" that a diet low in fiber causes colorectal cancer
ApA. Examine the relative time diagram below and answer the question that follows.
Assume all rocks are sedimentary unless otherwise indicated. What is the best
estimate of the age of . if A is &$$ million years old and + is B$ million years
old!
a. #$ %yrs b. &B$ *yrs c. *yrs d. &&$ *yrs
B
Analysis
Answers to analysis questions may give directions2 make commentaries2 scrutini8e data2
explain how something works2 or distinguish fact from opinion. Analysis requires that
students break information into component parts to identify its organi8ation. 0tudents are
expected to find links between data and interpretations and to discover which material is
relevant to a task and which is extraneous. Duestions that ask students to diagram2
illustrate2 outline or subdivide would be considered analysis questions.
An&. Read carefully through the paragraph below2 and decide which of the options
a2 b2 c2 or d is correct.
Rising saturated air undergoes4 i" adiabatic cooling as air contracts due to
decreasing pressure with increasing altitude< and2 ii" warming due to the latent
heat of condensation as water vapor is converted to liquid water droplets.
a) &he word 'contracts( should !e replaced !y 'e)pands(.
b" 3he word KcondensationL should be replaced by KevaporationL.
c" 3he word KwarmingL should be replaced by KcoolingL.
d" 3he word KaltitudeL should be replaced by KelevationL.
An#. 5ook at the following table and indicate which countries? statistics are being
reported in rows A2 ' and ).
+,- per
capita .//.
#0 1&A$
+rowth rate of
+,- per capita
p.a. ./234/.
-opulation
growth rate
./234/.
&tructures of total emplo"ment
./23425 #percentages$
Agriculture 6ndustr" &er(ices
A 533 7,58 .,58 5. 73 7/
B .593 5,28 .,:8 9; 2 2
S.A. 75:3 3,98 7,58 .9 <: <:
C 75..3 .,98 3,<8 : <7 <7
)hoose your answer from the following list of possible answers4
a" A is 0outh >orea< ' is >enya< ) is )anada.
b" A is 0ri 5anka< ' is Fermany< ) is 3hailand.
c) A is Sri *an"a+ , is &hailand+ C is Sweden.
d" A is Mamibia< ' is /ortugal< ) is 'otswana.
N
AnA. Read the following statement and select the answer which you think
best sums up the argument being made.
Traditionally we divide ourselves into races by the twin criteria of geographic
location and visible physical characteristics. !ut we could ma"e an equally
reasonable and arbitrary division by the presence or absence of a gene, such as
the sic"le#cell gene, that confers resistance to malaria. !y this rec"oning, we$d
place %emenites, &ree"s, 'ew &uineans, Thai and (in"as in one race,
'orwegians and several blac" )frican peoples in another.
a" Morwegians and some black African peoples belong to the same race.
b" Race is determined by the presence or absence of the sickle7cell gene. 3hus
there are two races in the world. 3hose with the sickle7cell gene and those
without it.
c" We all belong to a race. Which race we belong to depends on where we come
from and our skin color.
d) -Race- as we commonly understand it is an ar!itrary means of
classifying human !eings. .e could choose many other random criteria
and get all sorts of different -races-.
An=. 3he graph below illustrates how the temperature changed with time for part
of the rock cycle. Which of the following processes is best represented by
the graph!
a" sediment is lithified to form sedimentary rock.
!) sedimentary roc"s are converted to metamorphic roc"s.
c" metamorphic rocks are uplifted to Earth,s surface.
d" magma cools to form plutonic igneous rock.
e" sedimentary rock is converted to magma.
:
Evaluation
Responses to evaluation questions make 6udgments about facts2 data2 opinions or research
results using evidence and scientific reasoning. Food answers require students to analy8e
and synthesi8e information and clarify ideas. Evaluation questions might ask a student to
appraise2 critici8e2 6ustify2 or support an idea or concept.
E&. A student was asked the following question4 E'riefly list and explain the various
stages of the creative processE. As an answer2 this student wrote the following4
EThe creative process is believed to ta"e place in five stages, in the following
order* +,IE'T)TI+', when the problem must be identified and defined,
P,EP),)TI+', when all the possible information about the problem is
collected, I'-.!)TI+', when there is a period where no solution seems in
sight and the person is often busy with other tas"s, I//.0I')TI+', when the
person experiences a general idea of how to arrive at a solution to the problem,
and finally 1E,I2I-)TI+', when the person determines whether the solution
is the right one for the problem.E
(ow would you 6udge this student? s answer!
a) E/CE**E0& 1all stages correct in the right order with clear and correct
e)planations)
b" F--+ 9all stages correct in the right order2 but the explanations are not as
clear as they should be".
c" *E+I-)RE 9one or two stages are missing -R the stages are in the wrong
order2 -R the explanations are not clear -R the explanations are irrelevant"
d" 1MA))E/3A'5E 9more than two stages are missing AM+ the order is
incorrect AM+ the explanations are not clear AM+C-R they are irrelevant"
E#. Oudge the sentence in italics according to the criteria given below4 The .nited
3tates too" part in the &ulf 4ar against Iraq !E-).3E of the lac" of civil
liberties imposed on the 5urds by 3addam 6ussein$s regime.
a" 3he assertion and the reason are both correct2 and the reason is valid.
!) &he assertion and the reason are !oth correct !ut the reason is invalid.
c" 3he assertion is correct but the reason is incorrect.
d" 3he assertion is incorrect but the reason is correct.
e" 'oth the assertion and the reason are incorrect.
&$
EA. 3he following statements are all answers to the question 7 4hy have
wor"ers formed trade unions in 3outh )frica7 Which is the best answer!
a" 3hey needed to resist the powerful organi8ations the employers could
call on.
b" 3hey needed organi8ations which could advance their struggle
for political rights.
c" 3hey needed to be come together to discuss what to do about their
common problems.
d) &hey needed to !e organi2ed in order to improve their wor"ing and
living conditions.
e" 3hey needed to be organi8ed because it was the only way they could be
united.
Sources3
0ome of these questions were taken from a webpage of the 1niversity of )ape 3own2
0outh Africa2 +esigning and *anaging *ultiple )hoice Duestions2 Appendix )2
http4CCweb.uct.ac.8aCpro6ectsCcbeCmcqmanCmcqman$&.html. 0everal other examples are
listed at the site.

References3
Anderson2 5.W.2 and >rathwohl2 +.R.2 #$$&2 A 3axonomy for 5earning2 3eaching2 and
Assessing4 A revision of 'loom,s 3axonomy of educational ob6ectives. 5ongman.
Anderson2 5.W.2 and 0osniak2 5.A.2 &::=2 'loom,s 3axonomy4 A forty7year retrospective.
Mational 0ociety for the 0tudy of Education.
'loom2 '.0.2 Engelhart2 *.+.2 .urst2 E.O.2 (ill2 W.(.2 and >rathwohl2 +.R.2 &:;2
3axonomy of educational ob6ectives4 (andbook &4 )ognitive domain. +avid
*c>ay.
&&