22 Explore the 4 Levels of Questioning
Another way of creating effective self-study questions is to divide questions into 4 levels. The levels move from more surface questions, towards deeper, more analytical questions. To be sure that your self-study questions probe deep enough into your course content, you’ll want to include questions from each level in your review.
4 Levels of Questioning
| Level 1. Summarizing / Definitions / Fact Questions |
These questions give you the vocabulary and scope of the subject matter. |
| What is the definition of…? | |
| Who did…? | |
| When did…occur? | |
| How much/many…? | |
| What is an example of…? | |
| Level 2. Analysis / Interpretation Questions |
Here, you are looking for the context and impact, supported by evidence. |
| How did…occur? | |
| Why does…occur? | |
| What are the reasons for…? | |
| What are types of…? | |
| How does…function? | |
| How does the process occur? | |
| What are my own examples of… | |
| What causes …to occur? | |
| What results when…occurs? | |
| What is the relationship between…and…? | |
| How is…similar to/different from…? | |
| What does…mean? | |
| What conclusions can be drawn from…information? | |
| What is (are) the problem(s), conflict(s), issue(s)? | |
| What are possible solutions/resolutions to these problems, conflicts, issues? | |
| What is the main argument or thesis of an author? | |
| How is this argument developed? | |
| What evidence, proof, support is offered? | |
| What are other theories, arguments from other authors? | |
| Level 3. Hypothesis / Prediction Questions |
These questions help you to develop hypothesis and look at possible outcomes. |
| If…occurs, then what would happen? | |
| If…changed, then what would change? | |
| What does theory x predict will happen? | |
| What hypothesis or theory explains this data or given information? | |
| Level 4. Critical Analysis / Evaluation / Opinion Questions |
Use these questions to analyze differentiate, and make choices about the subject in context and with supporting evidence. Is… |
| Good/bad? Why? | |
| Correct or incorrect? Why? | |
| Effective or ineffective? Why? | |
| Relevant or irrelevant? Why? | |
| Logical or illogical? Why? | |
| Applicable or not applicable? Why? | |
| Proven or not proven? Why? | |
| Ethical or unethical? Why | |
| What are the advantages or disadvantages of…? Why? | |
| What is the best solution to the problem, conflict, issue? | |
| Why is it the best? | |
| What should or should not happen? Why? | |
| Do I agree or disagree? Why? | |
| What is my opinion? What is my support for my opinion? |
How You Use These Questions
Take any concept or statement, put one of these question “keys” in front of it, put a question mark at the end, and you have your question.
Now go look for an answer.
Remember, these questions may already be at the end of your textbook chapters or learning objectives. Look for them in the chapter and use them if they’re relevant to your learning. [1][2]
Try it!
- Choose one chapter you’re currently studying.
- Create as many questions as possible – include questions from each of the 4 levels.
- Use the 4 levels to ensure that your questions are varied and deep.
- Adapted from: Salustri, F. (2015). Four levels of questions. Retrieved April 23, 2018, from http://deseng.ryerson.ca/dokuwiki/design:four_levels_of_questions. Used with permission. ↵
- McMaster University. (2005). What questions engage students? Retrieved April 23, 2018, from http://cll.mcmaster.ca/resources/pdf/what_questions_engage_students.pdf ↵
