<b>Open-ended questions in school tests</b> - DOI: 10.4025/actascilangcult.v30i2.425

Abstract

Open-ended questions in high school activities are described to evaluate the learning process. Ninety-three questions from Brazilian Literature, History and Geography were analyzed, based on school activity and task theories (Chartrand, 2002), test and exercise theories (Moretto, 2005; Bloom, 1973), and comprehension question theories (Marcuschi, 1996). (De)contextualized questions, which propose (predominantly) functional, formative and metacognitive tasks, were described from the cognitive point-of-view. Question instructions were given by using (mainly) interrogative pronouns and verbs either in the infinitive or in the imperative. Questions focus on the specific contents of the subject matter, emphasizing concepts and the students’ cognitive development, regardless of social aspects. Passive demonstration of knowledge as a result of learning related to collected passive information and to teaching as data transmission seems to be sufficient.