Using Questions and Professional Discussion in Assessment

Questioning is a powerful assessment tool. It allows assessors to explore a learner’s knowledge, reasoning and ability to apply what they have learned in practical situations.

The way questions are asked has a direct impact on the quality and reliability of the evidence gathered during assessment. Effective questioning helps confirm competence, clarify understanding and support fair assessment decisions.

The Purpose of Questioning in Assessment

Questions help assessors gather evidence about a learner’s understanding and decision-making. They can be used to:

• Confirm knowledge and understanding
• Explore how a learner completed a task
• Clarify unclear or incomplete evidence
• Test the application of knowledge in different situations

Using questioning effectively ensures that assessment decisions are based on clear, authentic and reliable evidence.

Different Types of Assessment Questions

Assessors can use several different types of questions depending on the purpose of the assessment.

Open Questions

Open questions encourage learners to give detailed responses. For example, asking a learner to explain how they completed a particular task allows the assessor to understand their reasoning and approach.

Closed Questions

Closed questions confirm specific facts or actions and normally result in short responses such as “yes” or “no”. These questions can be useful when verifying key details.

Probing Questions

Probing questions explore a learner’s reasoning in greater depth. They help assessors understand why a learner made certain decisions during a task.

Hypothetical Questions

Hypothetical questions ask learners how they would respond in different situations. This helps assessors evaluate the learner’s ability to apply knowledge and problem-solve.

Reflective Questions

Reflective questions encourage learners to evaluate their own performance and consider how they could improve in the future.

Effective assessment typically involves a balanced mix of these questioning techniques.

Asking Questions Clearly and Fairly

When asking questions, assessors should avoid:

• Trick questions
• Overly complex wording
• Asking several questions at the same time

These practices can confuse learners and may undermine the fairness of the assessment process.

Giving Learners Time to Respond

Learners should always be given adequate time to think before responding.

Assessors should avoid:

• Interrupting learners
• Rushing responses
• Providing hints or prompts

Leading a learner towards the answer weakens the authenticity of the evidence. The assessor’s role is to collect genuine evidence of competence, not guide the learner to the expected response.

The Importance of Active Listening

Listening carefully is just as important as asking questions.

Good assessors demonstrate active listening by:

• Maintaining appropriate eye contact
• Showing interest in the learner’s response
• Acknowledging answers respectfully

This approach helps learners feel comfortable and encourages open and honest responses.

Using Professional Discussion as an Assessment Method

Professional discussion is another valuable assessment method. It involves a structured conversation between the assessor and learner where the learner explains their knowledge, decisions or experiences.

This method is particularly useful when:

• Evidence cannot easily be observed
• Written evidence is limited
• The assessor needs to confirm the authenticity of work

Professional discussion allows learners to demonstrate competence in their own words.

Managing Professional Discussions Effectively

During a professional discussion, the assessor should guide the conversation without dominating it.

If the learner moves away from the assessment topic, the assessor should gently redirect the discussion to maintain focus on the assessment criteria.

Recording Professional Discussion Evidence

Professional discussions must always be recorded in accordance with organisational policy.

This may include:

• Written notes
• Audio recordings
• Digital records

The record should clearly demonstrate how the learner has met the assessment criteria and provide a transparent audit trail for internal or external quality assurance.