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Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
Double-barreled question. A double-barreled question (sometimes, double-direct question[1]) is an informal fallacy. It is committed when someone asks a question that touches upon more than one issue, yet allows only for one answer. [2][3][4] This may result in inaccuracies in the attitudes being measured for the question, as the respondent can ...
Lincoln–Douglas debate format. Lincoln–Douglas debate (commonly abbreviated as LD Debate, or simply LD) is a type of one-on-one competitive debate practiced mainly in the United States at the high school level. It is sometimes also called values debate because the format traditionally places a heavy emphasis on logic, ethical values, and ...
Beyond the scope: a question asked during cross-examination must be within the scope of direct, and so on. Calls for a conclusion: the question asks for an opinion rather than facts. Calls for speculation: the question asks the witness to guess the answer rather than to rely on known facts. Compound question: multiple questions asked together.
Competitive debate, also known as forensics or speech and debate, is an activity in which two or more people take positions on an issue and are judged on how well they defend those positions. The activity has been present in academic spaces in the United States since the colonial period. The practice, an import from British education, began as ...
Progress testing. Progress tests are longitudinal, feedback oriented educational assessment tools for the evaluation of development and sustainability of cognitive knowledge during a learning process. A progress test is a written knowledge exam (usually involving multiple choice questions) that is usually administered to all students in the "A ...
This practice originated in part because cards are read at a rate faster than conversational speed. Taking the cards during the speech allows the opponent to question the author's qualifications, the original context of the evidence, etc. in cross-examination. It is generally accepted whichever team is using preparation time has priority to ...
Team Objective Structured Clinical Examination (TOSCE). Formative assessment covering common consultations in general practice. A team of students visits each station in a group, performing one task each in a sequence. The candidates are marked for their performance and feedback is provided. The team approach improves efficiency and encourages ...
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