Which of the following is true? A hinge question is…
Answers a-c certainly, and I’d make a claim that hinge questions are the nearest to mind-reading a teacher can achieve with a whole class.
This page collects everything I’ve done on hinge questions and has links to others working on hinge questions, which I’ll aim to keep up to date.
1) Introducing hinge questions – What are hinge questions? How do they work?
2) Hinge questions in history – How do hinge questions work in humanities teaching?
3) 28 history hinge questions – (not all very good and in need of refinement)
4) Refining my construction of hinge questions – How should hinge questions be designed?
5) Revisiting hinge questions – (reflections on their use & a brief snippet of video)
What are they really thinking? The closest you’ll get to mind reading in the classroom – a presentation introducing hinge questions delivered for the Brilliant Club, May 2014.
This paper reviews the evidence on formulating multiple-choice questions to offer thirty-one guidelines and a discussion of the research underlying some of the more disputed aspects.
Wylie, C. and Wiliam, D. (2007), ‘Analyzing diagnostic items: What makes a student response interpretable?’, paper presented at the annual meeting of the National Council on Measurement in Education (NCME), Chicago, IL, April 2006.
Caroline Wylie and Dylan Wiliam discuss the the criteria for creating an effective multiple-choice question based on the cognitive rules students are following.
Hinge questions in different subjects
Teachers who have wrestled with hinge question design in specific subjects:
English: Joey Bagstock
Geography: Simon Renshaw, Liz Bentley-Patterson
Maths: Nik Doran, Terry Tao
Science: Damian Benney, Darren Mead, York Science (and see also the AAAS collection of student misconceptions).
Using hinge questions
This post by Doug Lemov explains how Brian Belanger ensures students truly benefit from the hinge question.
If you come across other good resources, please let me know so I can add them.