Taxonomy Of Questions Research Articles

Reflexive questions in a coaching psychology context

Asking the right questions at the right time is an essential tool of coaching psychology so as to generate self-awareness in the coachee as well as a sense of responsibility and the will to make a change.In this article, building on principles and methods originally developed in the family therapy arena, the authors show how reflexive questions can be used in coaching psychology. The target group for this article is, therefore, coaching psychologists and executive coaches in general who want to enhance their skills in asking effective questions.By applying Tomm’s taxonomy of questions (Tomm, 1967, 1988) to Dilts’ model of change (Dilts, 1996), the authors bring together theories from systemic therapy with a change management framework based on neurolinguistic programming. The deliberate and perhaps provocative combination of two different approaches derived from the therapy field might be especially useful for coaching psychologists who are involved in change processes in organisations and who are open to applying new ideas to their practice.

Multiple‐Choice Tests and Student Understanding: What Is the Connection?

ABSTRACTInstructors can use both “multiple‐choice” (MC) and “constructed response” (CR) questions (such as short answer, essay, or problem‐solving questions) to evaluate student understanding of course materials and principles. This article begins by discussing the advantages and concerns of using these alternate test formats and reviews the studies conducted to test the hypothesis (or perhaps better described as the hope) that MC tests, by themselves, perform an adequate job of evaluating student understanding of course materials. Despite research from educational psychology demonstrating the potential for MC tests to measure the same levels of student mastery as CR tests, recent studies in specific educational domains find imperfect relationships between these two performance measures. We suggest that a significant confound in prior experiments has been the treatment of MC questions as homogeneous entities when in fact MC questions may test widely varying levels of student understanding. The primary contribution of the article is a modified research model for CR/MC research based on knowledge‐level analyses of MC test banks and CR question sets from basic computer language programming. The analyses are based on an operationalization of Bloom's Taxonomy of Learning Goals for the domain, which is used to develop a skills‐focused taxonomy of MC questions. However, we propose that their analyses readily generalize to similar teaching domains of interest to decision sciences educators such as modeling and simulation programming.

A taxonomy of generic clinical questions: classification study

Objective: To develop a taxonomy of doctors' questions about patient care that could be used to help answer such questions.Design: Use of 295 questions asked by Oregon primary care doctors...

Analysis of questions asked by family physicians regarding patient care

Objectives To characterize the information needs of family physicians by collecting the questions they asked about patient care during consultations and to classify these in ways that would be useful to developers of knowledge bases. Design An observational study in which investigators visited physicians for two half-days and collected their questions. Taxonomies were developed to characterize the clinical topic and generic type of information sought for each question. Setting Eastern Iowa. Participants Random sample of 103 family physicians. Main outcome measures Number of questions posed, pursued, and answered; topic and generic type of information sought for each question; time spent pursuing answers; and information resources used. Results Participants asked a total of 1,101 questions. Questions about drug prescribing, obstetrics and gynecology, and adult infectious disease were most common, comprising 36% of the total. The taxonomy of generic questions included 69 categories; the three most common types, comprising 24% of all questions, were "What is the cause of symptom X?" "What is the dose of drug X?" and "How should I manage disease or finding X?" Answers to most questions (n = 702 [64%]) were not immediately pursued, but of those pursued, most (n = 318 [80%]) were answered. Physicians spent an average of less than 2 minutes pursuing an answer, and they used readily available print and human resources. Only two questions led to a formal literature search. Conclusions Family physicians in this study did not pursue answers to most of their questions. Questions about patient care can be organized into a limited number of generic types, which could help guide the efforts of knowledge-base developers.

Analysis of questions asked by family doctors regarding patient care

Objectives: To characterise the information needs of family doctors by collecting the questions they asked about patient care during consultations and to classify these in ways that would be useful...

The Evolution Of Circular Questions: Training Family Therapists

This article describes a procedure for training family therapists in the clinical application of circular questioning as developed and implemented at the Marriage and Family Therapy Clinic at the University of Iowa. A pragmatic taxonomy of circular questions is presented; instructional handouts designed to facilitate the use of these questions within the trainee's initial interviews are included.

VALIDITY OF THE PEARSON‐JOHNSON TAXONOMY OF COMPREHENSION QUESTIONS

Questions constitute an important component of reading instruction and several studies suggest that the Pearson‐Johnson taxonomy of comprehension questions can be applied in classroom situations. However, the validity of the taxonomy has not been directly investigated. The present study was conducted for this purpose and involved 82 fourth‐ and fifth‐grade students. Three research questions were investigated: (1) do mean scores for the taxonomy categories correspond to theoretical expectations regarding difficulty?; (2) do response patterns to questions correspond to taxonomy categories?; and (3) are the relationships among scores on the types of questions logical and to be expected? The results of the study generally conformed to theoretically derived expectations.

Teaching science creatively: A taxonomy of pupil questions

Teaching science creatively: A taxonomy of pupil questions