Don "... it would be great to get students instantly evaluating the value of a question as they do a quiz or a test."
Yes, but ... you would be creating a typical double bind situation. If a student decides to give a "wrong" answer to a question because they deem that question to be ill-formed, how would the teacher assess them?
Don "Why should teachers be creating questions? Is that the best way to learn? Far better for students to create questions--in a systematic way--with a workflow that allows staged editing."
Again I quite agree ... on principle. In my experience (44 years of language teaching), only the best students (and the best teachers - but that's another story) are able to ask "good" questions. From my early teaching days, I can recall that bright kid who would put her hand up to answer a question I had not even asked yet. She was so clever she knew that, at that time, given what had been said before, there was a pretty good chance I (the teacher) was going to ask precisely that question. And of course she knew both the question and the answer.
Should we train our students to ask questions rather than to answer questions? Yes. After all, isn't teaching all about developing the critical mind, and does that not go through asking questions (of others and of oneself)? Any tool that can help towards this goal is useful.
Joseph
PS.- "I have questions to all your answers." Woody Allen.