Not all
the questions that we ask in the classroom are equally. The kinds of questions,
that we ask, depend on what we are testing, and they can make a big difference
in the assessment. There are both similarities and differences one may find
when comparing convergent and divergent questions. Both types of questions are
necessary in order for a person to become a critical thinker.
The two
types of questions are: convergent and divergent questions.
Convergent
questions:
This
type of questioning involves recall and limits answers to questions to a single
or small number of responses. It is referred to as closed questioning. There is
no specified requirement for the learner to be involved in thought processes
involving analysis, making a generalization, synthesis, prediction, or reflection.
These questions have only one correct answer, and they test
rote knowledge of concrete facts. Examples
of these questions include multiple choice, definitions, true/false, fill in
the blank and calculations where there is only one correct answer.
Divergent
questions:
This
type of question encourages a general or open response of the learner. This
relates to indirect teaching strategies. There is no single best answer.
Nonetheless, there is the potential for incorrect answers to divergent
questions. Subsequently, it is often appropriate and necessary to follow up
divergent questions with more detail, new information, or encouragement
regarding deeper thinking/reflection.
These types of
questions are always open-ended, allowing the students to express themselves as
they demonstrate their ability to reason in the subject. They have no single correct answer, and are more analytical, testing the
students’ ability to synthesize information, offer educated opinions or create
hypotheses based on their knowledge.
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