Reflection: Learning Communities Ask and Answer Questions Assessment - Section 3: Assessment


My grade level team went back and forth about what type of questions should receive credit. One group of teachers thought students should be required to answer questions that could be answered in the text. They should not be allowed to ask “wondering” questions. The other group did not agree with this stance because it seemed students were being asked to write test items. In the paragraph about shark cartilage, “What is cartilage?” would be correct because the answer is in the passage. (I agreed with the latter group.)

I thought wondering questions should be allowed if they related to some part of the text. For example, “Why do sharks have cartilage?” would NOT be a correct response according to their criteria because the answer is not in the passage. Still, the student demonstrated understanding of the passage because she asked a question about the topic of the passage. When I taught my students the skill, one of the things I told them was their questions may not always be found in the text. (They may have to do additional research if they were really interested in finding the answer.) What is important is that students are interacting with the text by asking relevant questions as they are reading, even if the answers cannot be found in the text.

This type of discourse is what makes great teachers better. You bounce ideas off of each other and consider different viewpoints. We all have the same goal, which is to ensure all of our students achieve success.


  What is the Answer?
  Learning Communities: What is the Answer?
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Ask and Answer Questions Assessment

Unit 17: Informational Text - Plants
Lesson 3 of 3

Objective: SWBAT demonstrate understanding of a text by asking and answering questions, referring explicitly to the text as the basis for the answers.

Big Idea: As a part of this assessment, students ask relevant questions and answer questions about a text.

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  60 minutes
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