Download Teaching Tips: An ORFD Bulletin

December 2009, Volume 14
Topic: Writing Directed Exam Questions
The problem: While marking a batch of final exams, you notice a surprising
range of answers to the questions you have posed. You wonder if students
read the same question in light of how they answered it.
What you might try
The problem may be that you have chosen directing words in your questions
that are open to diverse interpretations. A directing word is a verb such as
compare, explain or prove, which indicates to students what they are to do in
answering the question. Sometimes directing words can be so ambiguous that
students don’t know what your expectations are regarding:
 the quantity of information required
 the breadth to be considered or
 the format or structure by which to answer
For example, the directing word ‘discuss’ is particularly problematic. To the
student, ‘discuss’ might mean:




summarize an issue in my own words and opinion
address the question from every possible angle
analyze in depth
write everything I know about this topic
Better to use directing words that are more specific, or include a short phrase
that actually defines the directing word. For example:
Contrast: point out differences between
Compare: show similarities and differences between
Criticize: state your opinion of the correctness or merits of an item or issue
Define: give the meaning of a word or concept
Describe: give an account of; tell about; give a word picture
Enumerate: name or list elements in concise order
Evaluate: appraise; give an opinion regarding the value of; explore the
advantages and disadvantages
Explain: make clear; interpret; tell the meaning
Illustrate: use a picture, diagram, chart or concrete example to clarify a point
Interpret: give your thinking about the meaning
Justify: show good reasons for
Outline: give, in order, the main points
Prove: provide evidence for the validity of X
Summarize: review the main points of Y
Also remember that the use of directing words or phrases may guide a student
to respond at a level of thinking that you did not intend. Determine that level,
and then write the question accordingly. For example:
Desired Level of
Thinking
Possible directing words and phrases
Recall, recognize
list, state, define. e.g. Name the key dates and leaders that
are associated with this event
summarize, state in your own words, interpret. e.g. Given
what you know about this condition, what are some likely
symptoms?
illustrate, prove, demonstrate. e.g. Using the principle
of…as a guide, describe how you would solve the following
problem.
identify the main theme, distinguish, examine. e.g.
Describe the reasoning errors in the following paragraph.
propose an alternative, devise, show the relationship. e.g.,
Create a plan for proving that..
Comprehend
Apply
Analyse
Synthesize
Evaluate/Judge
defend, judge, expose the inconsistencies. e.g., Using terms
taught in this course describe the strengths and
weaknesses of the following…
Using directing words or directing phrases precisely creates the opportunity for
better student success. For the weary professor, they provide relief that
students are answering in the format you intended.
Teaching Tips is brought to you by Gordon Chutter
([email protected]) and Bill Strom ([email protected]) We welcome
your ideas for future topics.
Sources: Bloom, B.S. (1956) Taxonomy of educational objectives: the classification
of educational goals (handbook !:cognitive domain) New York McKay
Comfield R.J.et al (1987) Making the grade: evaluating student progress Scarborough, Ont.: Prentice-Hall
Canada