Students nod to save face, so ‘Does everyone understand?’ tells you nothing. CCQs check meaning; ICQs check task set-up. Both get short, observable answers. ‘Checking questions turn “they nodded” into “they showed me.”’
Writing CCQs
- Break the concept into 2–4 components (“I’ve lost my keys” → past action, time unknown, still relevant now).
- One question per component with a one- or two-word answer: “Did it happen before now? Do we know when? Does he have his keys now?”
- Don’t use the target form in the question; no “why” questions needing metalanguage.
- Skip transparent items (cognates, page numbers).
ICQs
2–3 questions: alone or in pairs? how many? how long?
Limits
No evidence cited; over-checking wastes time; a badly targeted CCQ tests the wrong thing.
Apply in my context (Claude)
- A CELTA staple that DELTA M2 assessors still look for. Pre-script CCQs for each Prepare grammar point once, then reuse them across all teachers via Coursebook-to-Lesson.
Connections
Elicit before you present - context, one-answer questions, wait time · The illusion of learning - correct answers are not acquisition (CCQs check understanding, not acquisition)