| Test Number |
39 |
| Title |
Measure of Questioning Skills |
| Author |
Himsl, R. ; Millar, G. |
| Category |
Test |
| Copyright Date |
1986/1993 |
| Availability |
Available from publisher |
| Restrictions |
|
| Age/Grade Level |
Grades 3-10 |
| Cost |
$42.85 per set. |
| Forms |
A & B (alternate forms) |
| Source |
Scholastic Testing Service |
| Address |
480 Meyer Road Bensenville, IL 60106-1617 |
| Phone |
800-642-6STS |
| Fax |
630-766-8054 |
| web or e-mail |
|
| Definition |
“The development of good questioning skills should make our students more sensitive to ambiguities and incomplete information, and better prepared to confront the unknown. Learning this type of questioning may be the first step toward intellectual boldness.” (manual p. 13) |
| Purposes |
Designed: 1. To measure the quantity and quality of questions produced by examinees. 2. To assist instructors in question. (measures pre-post gains) |
| Characteristics |
Digging Deeper into Ideas |
| Manual |
| Fair |
The manual is clearly written but incomplete. It presents discussions of: definition and purposes, the theoretical rationale, very limited norms, and instructions for administration and scoring. More a tool for diagnostic instructional assessment than for |
| Validity |
| Fair |
In order to diagnose question-asking in relation to scored categories, face validity seems fair, but there is no supporting data. Only used 210 subjects, grades 3 – 10, from an unstated and undescribed sample. |
| Reliability |
| Poor |
No data were reported for reliability. |
| Utility |
| Fair |
The instrument can be administered by any professional to groups. There is a consumable booklet for student responses to 4 pictures. It is timed, requiring 4 minutes for each of 4 tasks, plus time for directions. It is user scored using scoring key in the manual. Scoring examples are provided. Scoring is fairly easy. |
| Interpretation |
| Poor |
The “norms” not useful, because they are based on only 210 undefined subjects grades 3-10. Scores are provided for three kinds of questions: gathering information, organizing information, and extending information and a composite total. Age and gender differences are discussed. The scales are described in relation to the questionnaire model and there are a few examples of each category. |
| Propriety |
| Poor |
Fails to address many required and essential standards for test development. |
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