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Bruff's taxonomy of voting questions and question design

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by

Mike Cameron

on 24 January 2013

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Transcript of Bruff's taxonomy of voting questions and question design

Bruff's Taxonomy
of Voting Questions Content questions -
“directly assess students’ learning” Process questions:

“gather information from students helpful in
shaping how students interact
with each other and the course material” Content Process Recall Conceptual understanding Critical thinking Free response Student perspective Confidence Level Monitoring Classroom Experiments Low to
high order engagement and thinking Simple to
complex
engagement Tests memory not understanding Which is a metalloid:
C, Al, Zn, Te or Na ? Writing EVS Questions for
Different Pedagogic Purposes?

ESTICT Edinburgh
29th April 2010

Siân Lindsay (City University London)
Mike Cameron (Durham University) 1:45 – 2:05 pm: Introduction, discussion
and voting on a topic to investigate
2:05 – 2:45 pm: Groupwork on topic
of choice
2:45 – 3:15 pm: Groups feedback
(Flips and on laptops)
3:15 – 3:40 pm: Coffee break
3: 40– 4:00 pm: Play a video from a
group randomly picked 5: Which are exceptions to the law of lompicality? 1. The miltrip and the nattercup.
2. The bifid pantrip.
3. The common queeter.
4. The flanged ozzer. How much will prices go up next year?
1. 10%
2. 20%

Do you agree that we need to save the whales?
1. Disagree
2. Agree
3. Agree strongly
4. Agree very strongly L, Clint. Alex Grey - Life & Death - 7 faces - optical illusion, October 20, 2006. http://www.flickr.com/photos/clintjcl/274762017/. CC non-commercial, Sharealike Experiment : How many
faces are there? Ideas for focus group topics 1. What are the differences between EVS questions for formative and summative
assessments?
2. How to craft questions from student misconceptions?
Can you develop a process around this?
3. Focus on a particular discipline and come up with questions that
can be grouped into some/all of Bruff’s taxonomy
4. How to write EVS questions that suit particular disciplines?
5. Best practice around MCQ design? Any tips on writing good distractors?
6. How to write questions that encourage debate?
7. How to design questions that promote critical thinking?
8. What tips do you have on providing effective feedback on polled answers?
9. Who should be designing the questions and how? What is the role of the learning technologist, teacher and student in the question design context?
Something else (please provide your idea for a different topic in the Feedback window if you can) Would these following questions garner true opinions? Content free quiz – Design issues (after Phil Race and Roger Lewis See http://phil-race.co.uk/?page_id=117 )
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