There is much research on types and frequency of classroom questions but little on the relationship of how teacher questions effect student achievement. But in the research that exists, there are clear patterns that emerge. Planning insures that learning moves forward and accessing prior knowledge builds links to learning. Questions should be logically phrased and appropriate to the age and cognitive level of the student. Students must understand the question.
Many factors can prevent or aid understanding.
Questions seeking short answers of cognitive information are more effective if numerous questions are asked and follow quickly one on another. Questions must be clear and relevant to the content. Ambiguous questions produce ambiguous answers. Appropriate student participation is imperative if questioning is to be effective. Appropriate participation is observed through volunteering to answer, appropriate wait time by the teacher for the student to construct answers, and an expectation of a response.