rajat
“Having knowledge but lacking the power to express it clearly is no better than never having any ideas at all” – Pericles
As a teacher, I’ve often noticed that many students struggle during exams—not because they lack knowledge, but because they don’t understand what the questions are truly asking. This realization led me to design and conduct a three-hour workshop with middle year students, aiming to help them decode examination questions more effectively. The experience was not only insightful but also reaffirmed my belief that question interpretation is a skill that can be taught and mastered.
To set the stage, I started the workshop with a series of engaging activities. I presented the students with puzzles, spot-the-difference challenges, and open-ended image interpretations. These exercises encouraged them to think critically and share how they arrived at their answers. Their responses revealed unique, intuitive ways of problem-solving, which became a great starting point for discussing the process of understanding questions.
Once they were engaged, I introduced the idea that decoding exam questions is a skill they could acquire. I emphasized that this skill is key to answering questions confidently, stress-free, and with precision. By framing it as a learnable process, the students seemed to approach the challenge with a renewed sense of curiosity rather than anxiety.
Next, I guided them through an exploration of different types of exam questions, particularly those often encountered in science. We discussed questions which require addressing multiple aspects, and talked about strategies for tackling them. This step helped the students see that understanding the structure of a question is just as important as knowing the content.
The most enriching part of the workshop was introducing a simplified version of Bloom’s Taxonomy. I asked the students what “learning” meant to them and used their responses to explain the taxonomy in a way they could easily grasp. We broke down each level of learning—recall, understanding, analysis, and beyond—using relatable examples. I also highlighted the importance of keywords, such as “describe” or “analyze,” which signal the kind of response a question demands.
With these tools in hand, I asked the students to create their own questions. They were tasked with drafting 10 questions from recent science topics, avoiding yes-no answers and ensuring they knew the answers to their own questions. This exercise was eye-opening—not just for the students, but for me as well. Their creativity and growing understanding of how questions are structured were a testament to their engagement and progress.
Reflecting on this experience, I realized that every exam question has two critical components. The first is the keyword, which tells students what the question demands—whether it’s to describe, explain, or compare. The second is the intention, which points to the learning level being assessed. Understanding these two elements equips students to respond more effectively and with greater clarity.
This workshop reinforced my belief that decoding questions is a fundamental skill that empowers students. It’s not just about improving exam performance; it’s about building confidence and reducing stress. Watching the students approach questions with newfound clarity and enthusiasm was incredibly rewarding. As educators, we have the opportunity to teach this skill, and I believe it can make a meaningful difference in how students navigate their academic journey.
