Tips & Tricks

• Give instructions on the level of questions expected (blooms taxonomy).
• Relying on students for quiz questions can be risky, particularly if the students do not submit good questions. Therefore, as a teacher reserve some questions as a backup.
• Create a question bank containing good questions from every cohort. The teachers can generate a few questions in the first year as a backup.
• Enable learners to consider and negotiate the complexity of questions rather than just completing the assignment.
• Model expectations by posing ideal and less-than-perfect concerns to learners.
• Requiring an answer key decreases the likelihood of learners asking unanswerable or out-of-scope questions.
• Give to student teams extra credit if their questions met that goal of Bloom’s Taxonomy.
• The most beneficial combination for learning for the students is the combination of student-generated questions and teacher-generated questions.
• Using student-generated questions in the classroom has been shown to increase comprehension of material, increase motivation, increase positive attitudes about the material and promote active learning behavior.
• If the questions are written anonymous, it will encourage learners to be honest rather than telling the lecturer what the learners thinks they want to hear.
• Avoid using this assessment technique with more complex topics and debates, because it could lead to students oversimplifying complex topics.