ABSTRACT
Questioning is one of the most common forms of assessment used in classrooms, yet the quality of questions remains lower order; in order to develop learners one must focus on moving to higher-order cognitive questions. This chapter focuses on developing questioning in the classroom, for the teacher and pupil. To maximise the impact of questioning on learning and pupil progress, 'wait time' and 'hands down' must be discussed. It is extremely important to adopt a hands down policy and to target questioning. When pupils think about why an answer is not correct, they are using higher-order thinking skills. Bloom's taxonomy classifies questions according to their level of cognitive demand; no doubt, have heard Bloom referred to during teaching career. During the 1990s, a new group of cognitive psychologists, led by Anderson, updated the taxonomy to reflect relevance to twenty-first-century work.
