The skill of formulating good questions is one of the questioning skills that a teacher must possess and use when practising the teaching process.
Good question formulation therefore requires the teacher to observe the following basic criteria or guidelines:
The questions should be linked to the teaching objectives to be achieved.
The questions should vary in level, not focusing only on lower-order thinking questions, but also including medium-level questions as well as higher-order thinking questions.
The questions should be clear, avoiding ambiguous questions.
Avoid questions that require a yes or no answer without justification.
The question should call for a single idea, especially in a compound question that includes more than one idea, which represents an obstacle for the student in organising their answers around each idea separately.
The questions should be formulated in the fewest possible words, free of interjected explanatory sentences, since long-worded questions are less clear to the student, harder for them to grasp, and cause them a feeling of discomfort.
The words used in formulating the question should be familiar and have a clear mental meaning for the learner.
The linguistic construction of the question should be correct, and it should not be phrased in textbook language.
The question should require a comprehensive answer, not consisting of one or two words, particularly thinking questions.
The question should not hint at the correct answer to the student.
Teachers, trainers, and test and educational assessment designers.
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