Investigation of middle school teachers' open-ended question writing skills - Vol. 9 No. 2 - Research paper

Oct 15, 2026

Uploaded by Aran

The study examines middle school teachers’ ability to write open-ended questions that measure higher-order mental skills. Eighteen volunteer teachers from Artvin, Turkey, wrote questions for four subject areas aligned with specified outcomes. Using a qualitative document review pattern, the questions were analyzed through an evaluation form. Results show teachers emphasized outcome content but often neglected cognitive level. Teachers were also weak in language and expression, tended to copy from sources, and showed recurring errors including expression problems, subject-verb agreement issues, and incorrect punctuation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Method

Results/Findings

Conclusion and Discussion

References

Asian Journal of Education and Training Vol. 9, No. 2, 42-47, 2023 ISSN(E) 2519-5387 DOI: 10.20448/edu. v9i2 .4657 © 2023 by the author; licensee Asian Online Journal Publishing Group Investigation of middle school teachers' open-ended question writing skills Hatice Kumandas Ozturk Artvin Coruh University, Faculty of Education, Artvin, Turkey. Email: [haticekumandas@yahoo.com](haticekumandas@yahoo.com) Abstract In this study, the skills of middle school teachers to write open-ended questions that measure higher-order mental skills were examined. For this purpose, 18 middle school teachers who worked in Artvin, Turkey and volunteered to participate in the study were asked to write questions. Teachers wrote open-ended questions for a total of 4 courses (Sciences, Mathematics, Turkish, and Social Studies) in accordance with the specified outcomes. In the study designed in the document review pattern of qualitative research methods, questions were analyzed using an evaluation form. As a result of the evaluations, it was observed that teachers were more concerned with the content dimension of the outcomes while writing questions but disregarded the cognitive level of the outcome. It was also found that teachers were inadequate in terms of language and expression in all branches, showed a tendency to copy questions from a source, or could not move away from the question writing style they adopted. However, it was determined that there were especially expression errors, subject-verb agreement problems, and punctuation marks were not used correctly in the questions written. Keywords: Higher order thinking skills, In-class measurement and evaluation, Open-ended question, Assessment instruments, Question type appropriateness. Citation | Ozturk, H. K. (2023) . Investigation of middle schoolteachers’ open-ended question writing skills. Asian Journal of Education and Training, 9(2), 42–47. 10.20448/edu.v9i2.4657 History: Received: 13 March 2023 Revised: 27 April 2023 Accepted: 4 May 2023 Published: 11 May 2023 Licensed: This work is licensed under a Creative Commons Attribution 4.0 License Publisher: Asian Online Journal Publishing Group Funding: This study received no specific financial support. Competing Interests: The author declares that there are no conflicts of interests regarding the publication of this paper. Transparency: The author confirms that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study followed all ethical practices during writing. Contents 1. Introduction ...................................................................................................................................................................................... 43 2. Method ............................................................................................................................................................................................... 44 3. Results/Findings .............................................................................................................................................................................. 44 4. Conclusion and Discussion............................................................................................................................................................. 46 References .............................................................................................................................................................................................. 46 Contribution of this paper to the literature In Turkey, there are not many studies examining teachers' ability to write open-ended question and higher-order thinking skills. In addition, there is no study related to the review titles discussed in thi

FAQs

What is the purpose of this study?

The study investigates middle school teachers’ skills in writing open-ended questions intended to measure higher-order mental skills.

How was the research conducted?

Eighteen volunteer teachers in Artvin, Turkey, wrote questions for Sciences, Mathematics, Turkish, and Social Studies. The questions were then analyzed using an evaluation form within a qualitative document review pattern.

What were the main findings about teachers’ question writing?

Teachers focused more on the content dimension of outcomes but disregarded cognitive level. The study also found weaknesses in language and expression, a tendency to copy questions from sources, and frequent expression, subject-verb agreement, and punctuation errors.

Oct 15, 2026

Uploaded by Aran