Question Stems
After deconstructing the question and identifying the instruction (command word) you may find that these are part of a larger question stem. Here are some examples of specific question stems as well as explanations:
ANALYSIS QUESTION STEMS
Explain why…
Why did…
In what ways (was x important)…
These stems invite students to give supported reasons for an event or issue and to show an understanding of the connections between those reasons. For high level responses the answer should be well organized and provide a range of reasons, backed up by precise supporting evidence and should show the inter-relationship of the reasons given by prioritization or other indications of analysis and judgment.
EVALUATIVE QUESTION STEMS
How far was…
How important was…
How successful was…
These stems invite students to provide supported analysis leading to a judgment. For high level responses students will need to argue a case with detailed support and reach a relevant conclusion. Their answers should be well focused and their argument should be balanced showing an awareness that different interpretations are possible.
QUESTION STEM for Source Comparison
Explain how far the views in Source B differ from those in Source A in relation to…
This stem requires students to identify the differences and similarities between the views given in two contrasting sources and to make a supported judgment about the degree of difference. Good students will apply their own knowledge of context in their evaluation.
QUESTION STEM asking for judgment
Judgment in the form of a judgment on a key development or issue followed by
‘Explain why you agree or disagree with this view (of…in the years…)
This stem invites students to consider an interpretation and to make a judgment about the degree to which it is convincing. Answers should take the form of reasoned arguments which show awareness of the ways the statement may provoke agreement and disagreement and demonstrate the student’s own judgment. The argument should be well focused, suitably organized and supported by precise evidence.
QUESTION STEMS for ESSAYS
All history related questions will invite essays. A variety of different essay stems may be used: all will demand analysis and require you to reach a judgment. Answers to essays will be expected to show a high level of synopticity (drawing together knowledge, ideas and arguments to show overall historical understanding) which may be demonstrated in the way the answer is organized, the information selected, the way arguments are developed and sustained, the identification of differing factors and their inter-relationship and the extent to which concepts are understood.
Typical essay question stems will include:
How far…
To what extent….
A quotation followed by “Assess the validity of this view’.
Students will need to evaluate the issues addressed by the question and should present an organized essay answer using well-supported arguments to lead to a conclusion.
| Command Word | Meaning | Assessment Objectives |
| Describe | Give the key points of…Answer should contain at least three relevant facts. This is used to examine knowledge. | AO1 |
Example: “Describe the main features of the Alliance System which existed in Europe in 1914.” (4 points/marks)
| Command Word | Meaning | Assessment Objectives |
| Do you agree…?
Explain your answer using the source and your knowledge. |
Students must test the source using specific knowledge and by examining its provenance by identifying the motive/purpose/audience of the source.
This is used to examine knowledge, source evaluation and judgment. The source may be written or visual (cartoon, photograph, etc.) |
AO1 AO2 A03 |
Example: “Source A suggests possible aims of German foreign policy before the First World War. Do you agree that these were the main aims of Germany’s foreign policy before the war? Explain your answer using the source and your own knowledge. (6 points/marks)
| Command Word | Meaning | Assessment Objectives |
| Which was the greater reason/threat…? | Students are expected to assess the two bullet points by showing their understanding of the issues and then apply this understanding to show the contribution of the bullet point to the focus of the question and reaching a conclusion. This must be supported by sound knowledge.
This is used to examine knowledge, understanding and judgment. |
A01 A02 |
Example: “Which was the more important reason for Great Britain joining the First World War in 1914:
- The Naval Race with Germany, 1906-1014
- The Schlieffen Plan?
You must refer to both reasons when explaining your answer. (10 points/marks)
| Command Word | Meaning | Assessment Objectives |
| What does Source X suggest…? | Students need to work out the implications of the source. What is it implying? What does it infer? For this type of question they should not use their own knowledge. They should answer the question by only using the source.
This is used to test source comprehension and inference |
AO3 |
Example: “What does Source A suggest about the power of Tsar Nicholas II over the Russian Empire in 1914? (4 points/marks)
| Command Word | Meaning | Assessment Objectives |
| Explain… | Students need to give reasons for…The question might relate to causes or consequences or how much something has changed.
This is used to test knowledge. |
AO1 AO2 |
Example: “After the Bolsheviks seized power in October/November 1917, there was a civil war from 1918 to 1921. Explain the reasons why the weaknesses of the Whites led to their failures in this civil war.” (6 points/marks)
| Command Word | Meaning | Assessment Objectives |
| How useful… | Students need to use the content of the source and the information given about the source. Students should think about how useful the content is by testing it against their own knowledge. How useful is the content likely to be bearing in mind the motive or purpose, audience, situation, date, type, etc. (for example, the provenance of the source)
This is used to test source evaluation using knowledge and provenance. |
AO1 AO2 AO3
|
Example: “How useful is Source B for studying the Bolshevik seizure of power in October/November 1917?
Use Source B and your own knowledge to explain your answer. (10 points/marks)
| Command Word | Meaning | Assessment Objectives |
| Why…? | Give reasons and explain them with some factual details. It might be cause, consequence, or extent of change
This is used to test knowledge. |
AO1
AO2 |
Example: “Why did the Freedom Rides and Freedom Marches take place in the USA in the early 1960s?” (8 points/marks)
| Command Word | Meaning | Assessment Objectives |
| Do you agree with this interpretation? Explain your answer. | No points are awarded simply for agreeing or disagreeing. Students must analyze the interpretation given in a quotation, considering reasons to agree and reasons to disagree, and then reaching a judgment based on the evidence and argument presented.
This is used to test understanding and analysis of an interpretation and explanation of key concepts. |
AO1 AO2 AO3 |
Example: “Stalin’s Five Year Plans were a great success in the years 1928-1941.”
How far do you agree with this interpretation? Explain your answer. (12 points/marks)