A study evaluates the use of Claim-Evidence-Reasoning and Divergent Questioning frameworks for generating high-order questions in Basque, Spanish, and English, moving beyond the traditional reliance on Bloom's Taxonomy.
- The research tests both open-source and proprietary large language models across three languages to assess their ability to generate high-order questions.
- Results show that while models can generate answerable questions in all three languages, only about half are recognized by teachers as high-order.
- The alternative frameworks produce structurally and conceptually varied questions, suggesting they could complement each other and serve as viable alternatives to Bloom's Taxonomy.
The findings suggest these alternative frameworks provide diverse options for educators aiming to develop critical thinking skills in multilingual contexts.