ERIC Number: ED260077
Record Type: RIE
Publication Date: 1984-Aug-22
Reference Count: 0
Verbal Behavior and Classroom Practice.
Smith, Charles W.
The literature on the verbal behavior of teachers and their methods of testing students was reviewed. Studies included those on structuring (focusing attention on the topic), soliciting (including questions, commands, imperatives, and requests), responding (answering questions), and reacting (clarifying, synthesizing, expanding, or making positive or negative comments). In analyzing these studies, focus was upon the use of Bloom's taxonomy for structuring educational objectives, developing oral questioning strategies, and writing test items. Bloom's cognitive domain included, in ascending order: knowledge, comprehension, application, analysis, synthesis, and evaluation, each representing a progressive step from lower-order to higher-order thinking. The conclusion drawn from examining study results was that teacher oral questioning, teacher-made test items, instructional materials, and those tests available commercially have, for the most part, a heavy emphasis on rote recall and recognition. Most test items failed to assess analysis, synthesis, or evaluation. It is proposed that teacher education programs needs to give emphasis to questioning strategies in their student teaching seminars and in methods courses. (JD)
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference on Thinking (Cambridge, MA, August 19-23, 1984).