We will discuss examples of diagnostic questions, and suggest ways of developing questions that can provide sound evidence of students’ thinking, within the classroom setting.
Effective teaching requires good evidence of students’ thinking and how it is developing, so that this can inform what you do next. Diagnostic questions are designed to elicit this evidence. This session will present and discuss some examples of diagnostic questions written by the presenters, and suggest some ways of developing questions that can provide sound evidence of students’ thinking in ‘real time’, within the classroom setting.
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University of York Science Education Group