Another model for creating effective self-study questions divides questions into four levels. The levels move from more surface/factual questions, towards deeper, more analytical questions. In order to be sure that your self-study questions probe deeply enough into the course content to prepare for university-level tests and exams, you will want to include questions from each level in your review.
|Level 1. Summarizing/Definitions/Fact Questions||These questions give you the vocabulary and scope of the subject matter.
|Level 2. Analysis/Interpretation Questions||Here, you are looking for the context and impact, supported by evidence.
|Level 3. Hypothesis/Prediction Questions||These questions help you to develop hypothesis and look at possible outcomes.
|Level 4. Critical Analysis/Evaluation/Opinion Questions||Use these questions to analyze differentiate, and make choices about the subject in context and with supporting evidence.
How Can You Use These Questions?
Take any concept or statement, put one of these question “keys” in front of it, put a question mark at the end, and you have your question!
Now go look for an answer.
Remember that these questions at these levels may already be at the end of your chapters or in your study guide or learning objectives. So survey the chapter, find and use them if they are relevant to your learning. 
Choose one unit or chapter that you are currently studying in one of your courses. Create as many questions as possible, trying to include questions from each of the levels. Use the levels to ensure that your questions are varied and deep.
- Adapted from: Salustri, F. (2015). Four levels of questions. Retrieved April 23, 2018, from http://deseng.ryerson.ca/dokuwiki/design:four_levels_of_questions. Used with permission. ↵
- McMaster University. (2005). What questions engage students? Retrieved April 23, 2018, from http://cll.mcmaster.ca/resources/pdf/what_questions_engage_students.pdf ↵