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Three-dimensional framework for assessing problem posing ability: number, category, and quality

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Evidence · 1 claim (1 for) · 1 study (1 causal), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description

A Dai et al. (2026) framework and coded rubric that assesses primary students’ science problem-posing questions by number, category breadth, and cognitive quality.

Components

  • Three-dimensional framework for assessing problem posing ability: number, category, and quality: The article operationalizes students’ problem posing ability in science into three coded dimensions, defining them so that "category was used to reflect the breadth of question types and the characteristics of their knowledge sources; and quality was used to reflect the depth of cognitive processing" demonstrated in students’ questions, with number reflecting how many questions were posed. The framework draws on English (1997), Silver and Cai (2005), and Yuan and Sriraman (2011). Number is coded in five levels, category into six question types, and quality into five cognitive levels from the revised Bloom’s taxonomy. The dimensions feed a 10-point total score weighted 3, 2, and 5 points for number, category, and quality. (Dai et al. (2026))

Claims

Key Sources

  • Dai, Z., Huang, F., Xiong, J., Yang, Y., Zhang, Q., & Peng, X. (2026). Inquiry-based learning in STEM education: the impact of generative AI-based Chatbots on primary school students’ problem posing ability in science. International Journal of STEM Education. https://doi.org/10.1186/s40594-026-00631-0
Page metadata
Field Value
type product
id three-dimensional-framework-for-assessing-problem-posing-ability-number-category-and-quali
title Three-dimensional framework for assessing problem posing ability: number, category, and quality
description A Dai et al.
status review
product_kind assessment
generated by process:settle-candidates on 2026-10-10
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