This page looks at questions in general, covering these topics:
You may also be interested in finding out about specific question types.
Alternative response (binary multiple choice)
Free format (open)
What are questions used for?
Questions are used in all forms of learning materials to:
- let the learner check their understanding of what they have studied
- assess how well the learner has learnt the content
- stimulate a learner to think about a subject before exploring it in more detail
- manage navigation, where the learner’s response takes them to another part of the training
However, do not include a question just for the sake of it.
There is some evidence to suggest that the first type
of question is more effective as a means of enhancing learning, but this is
not conclusive.
Whatever type of question you use, there are some general guidelines to follow.
Make it cover a real objective
A good question tests an identified performance objective.
The most effective questions in learning materials are performance-oriented, i.e., they ask the learner to consider how to apply knowledge. This contrasts with content-oriented questions which ask about knowledge in isolation from its application.
For example, if you are designing materials covering IT security, asking:
- "How does a computer virus work? is content-oriented
- "What do you do if you suspect you have a computer virus?" is performance-oriented
Do not include questions just because they are easy to write.
Check for comprehension, not recall
Avoid asking questions that merely repeat information the learner has just read. Questions whose answers are word for word copies of information presented are called verbatim questions and have no instructional value.
There are three ways in which you can present questions that test comprehension rather than recall:
- Paraphrase, repeat the information presented but use alternative wording
- New application, make the learner apply the information presented to a new application
- Categorical, make the learner apply the information presented to a more general or specific example
Get the reading level right
Make sure the wording of the question is appropriate to the reading level of the target group. Questions must always test knowledge of the subject rather than of reading ability.
Avoid negative words
Questions that ask the learner to identify which is not the correct answer are difficult to understand. They test the learner's comprehension of English rather than of the subject.
Avoid abbreviations
Avoid using abbreviations in questions (unless of course you are checking an understanding of an abbreviation).
Keep questions all on one screen or page
If you are developing paper-based materials, then you
must make sure that all parts of the question are on the same page. Do not
allow a question to cross a page break, as this makes it much harder for the
learner to follow the wording.
You will need to make a decision about how to present answers. There are several
options.
- Put the questions on a facing page and the answers on the reverse. This makes it easier for the learner to check their answer, but can make laying out the workbook difficult, as you struggle to try and keep the question on a facing page as you edit the content.
- Put the answers to all questions at the end of the workbook.
- Refer the learner to the appropriate place in the workbook where they will find the correct answer. This is only really appropriate if the subject-matter is factual.
If you are designing e-learning materials, make sure that the wording of questions and feedback fit on to one screen. If you find that you need to allow scrolling of the screen or turning to a new page, you must redesign the question.
All questions must provide feedback, even if it is just to say "Thank you". The feedback that you give should always be:
- positive, not criticising the person for having made a wrong decision
- corrective, explaining why the right answer is right
- immediate, as soon as the user has answered.
Learning is aided by providing error-contingent feedback. This is where the feedback you provide is different for each distracter, rather than "No, that is not correct." Look at this example, where option 3 is the correct answer.