eq-ees-teacher-evaluation

Clear and Concise
Used to improve the clarity of a question
Teacher
Student
Start with a question word (who, when, what, where, why or how); limit to two clauses Is not held accountable for a wrong answer when the actual problem was the way the
(rigorous and demanding but limited to two clauses); write them in advance when they question was asked
matter (script them as a part of lesson planning); ask an actual question (not making a Can formulate better questions themselves
statement with a question mark); and assume the answer (state it in a way that assumes
someone can answer it).
Stock Questions
Similar sequences of questions applied over and over in different settings
Teacher
Student
Don’t make questions up as you go, instead decide to ask a sequence of questions
Answers are linked to answers provided before and after the one they answered
Hit Rate
The rate at which students answer the teacher’s questions correctly (or adequately and thoroughly if there’s no firm right answer)
Teacher
Student
If the hit rate is 100%, it’s probably time to ask harder questions (unless you’ve just wrapped Is challenged with questions that are not too hard or unfair, but are not too easy either
up a review) and if it is below 2 out of 3 (67%) there is a problem with how you presented Stretches their thinking without being impossible; students are bored with easy content
material or how aligned your questions are to that material.