Introduction
This paper aims to reflect on the quote by François-Marie Arouet Voltaire, “Judge a man by his questions rather than his answers.” My initial reaction to this quote was one of total agreement, as I have personal experience that confirms it. Still, this reaction was more about judging a person emotionally. A more profound reaction is agreement as well, but in this case, my thoughts are not just about how to estimate someone’s persona, but also about how this principle should be applied in education and learning.
Analysis
I relate this quote to active/inquiry-based learning and the assessment of student learning outcomes, as students’ questions are better indicators of their level of knowledge and educational success than a traditional test. The evidence for this statement is my experience as both a student and a tutor. I once attended a course where the tests did not include any questions from the teacher.
On the contrary, the teacher asked students to prepare questions about the material they had learned and graded them based on the quality of their questions. It seemed like a strange and ineffective way of assessment at the time, but after the test was passed, it became clear that questions were better than anything at showing if students had learned anything. It also served as a guarantee of test preparation.
Without solid knowledge, it was impossible to produce any sensible question. I used that technique, working as a tutor, to see how familiar my students were with the material and if they understood the topic at all. Students who did not read the materials were unable to ask questions. Those who briefly skimmed the materials asked superficial questions. Those who were familiar with the material and took their time to analyze it asked the most insightful and thought-provoking questions.
Another proof is the common discontent with the traditional forms of knowledge evaluation. The surveys show that educators are concerned about the test’s difficulty and content, especially for students with special educational needs. There is also concern about whether tests will provide accurate scores. (Kaufman et al., 2015). For example, there is evidence of the unreliability of high-stakes tests caused by their structure and administration conditions (Nikmard & Tavassoli, 2023). It raises a question of whether educators should use an alternative form of assessment.
Assessment through students’ questions aligns with the principles of lifelong learning. In this case, the primary goal is not to achieve a high score, but to encourage students to engage with the material more deeply. From a long-term perspective, this kind of estimation enables students to learn to learn, which is the primary purpose of lifelong learning (Field & Leicester, 2020).
It also provides students with an opportunity for self-reflection, as they must assess themselves and consider what the question they plan to ask reveals about their knowledge. This particular skill is necessary in a rapidly changing world, as it enhances effectiveness (Asia Society/OECD, 2018). Moreover, evaluation through students’ questions helps teachers reflect on themselves, too, as it provides an opportunity to identify their own shortcomings in presenting the material and consider possible ways to improve.
Conclusion
In conclusion, assessing student outcomes by having students ask teachers questions about the material they have learned is more effective than traditional methods of knowledge estimation. It helps both students and teachers reflect on their respective performances. This approach to assessment focuses on learning itself, rather than just achieving a good grade. It helps the teacher evaluate students’ knowledge levels more precisely than test scores do.
References
Asia Society/OECD. (2018). Teaching for Global Competence in a Rapidly Changing World [eBook edition]. OECD Publishing, Paris/Asia Society.
Field, J. & Leicester, M. (Eds.). (2001). Lifelong Learning. London: Routledge.
Kaufman, J., Hamilton, L., Stecher, B., Naftel, S., Robbins, M., Garber, C., Ogletree, C., Faxon-Mills, S., & Opfer, D. (2015). What Are Teachersʹ and School Leadersʹ Major Concerns About New K–12 State Tests? Findings from the American Teacher and American School Leader Panels.(pp. 1-8). RAND Corporation.
Nikmard, F., & Tavassoli, K. (2023). Designing and validating a scale for evaluating the sources of unreliability of a high-stakes test. Language Testing in Asia, 13(1), 1-19.