| Aerial surveillance | Getting a sense of the big picture or overview by piecing together information.
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| Analogical | Comparing and contrasting two distinct things helps clarify characteristics of both.
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| Application | A type of question that applies a theory or concept to specific cases, related areas of discourse, or even other disciplines.
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| Conceptual | A type of question that draws upon knowledge of key terms and concepts and asks students to think on a more abstract level.
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| Context of Discovery | The framework within which the problem is named and how evidence will be sought and weighed.
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| Context of Justification | The framework within which the proof or argument and its evidence will be assessed or justified.
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| Descriptive | A type of question that draws on observational skills, useful for clarification, calls upon a certain kind of precision and ability to separate description from inference.
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| Dialogical | A type of question that is basically hypothetical, but requires the student to bring together potentially divergent areas or thinkers and see connections -- and do so in the form of a dialogue.
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| Evaluative | These, like value questions, rely upon a context of attitudes, norms, values, beliefs, but do not necessarily draw upon any specific set of normative values or religious beliefs. In an evaluation, an assessment is made on the basis of a set of criteria.
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| Higher order thinking skills | Thinking skills that are more advanced than the basic lower-order skills. This includes the use of abstract concepts, analogical reasoning, application of theory to case, synthesis, among others.
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| Hypothesis | A theory or reasoned opinion on the basis of some evidence or observations.
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| Hypothetical | Draws on inferential skills and ability to imagine consequences or potential states of affairs, often requires us to synthesize a body of material.
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| Inference | A conclusion drawn on the basis of evidence.
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| Lower-order thinking skills | Thinking skills that are at a more basic, rather than advanced level. This includes observation, gathering data, comparison and contrast.
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| Meta-cognition | Watching one's own thinking process. This draws upon observation skills, reflective skills, and the ability to abstract what we do to seeing how we do it.
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| Personal-Reflective | Here we are into the core of the subjective response, draws upon the stand reflect on why they believe one thing as opposed to another.
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| Persuasive | Draws upon skills of assessment, ability to discern and weigh evidence, and techniques of persuasion, using sound reasoning.
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| Recall | A type of question that draws on memory, useful for assimilating large amounts of data, generally considered a "low level" thinking skill, tests our knowledge of what is the case, such as facts.
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| Theoretical | These are as abstract as conceptual questions. They are geared to help us think about the way things--or systems--work by looking at how they are arranged and what sorts of boundaries exist.
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| Value Questions | These may involve a persuasive element, but draw upon knowledge of a larger value framework, such as a religious or an ethical belief system. These may involve value judgments.
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