Writing Good Questions
Well-written assessment questions help students demonstrate what they know, understand, and can do. Whether questions are used in quizzes, tests, exams, assignments, or class activities, they should be clear, fair, aligned with learning outcomes, and appropriate for the intended level of learning.
Good questions do more than check for correct answers. They can help assess recall, application, analysis, problem solving, evaluation, and reflection, depending on how they are designed.
Designing Questions with Purpose
Effective assessment questions begin with a clear purpose. Before writing a question, consider what students should know, value, or be able to demonstrate. Starting with the intended learning outcome can help ensure that assessment questions measure the type of learning you want students to demonstrate.
Objective Questions
Objective questions typically ask students to select or provide a specific correct answer. These questions can be useful for assessing recall, recognition, comprehension, and some forms of application.
Examples:
- Multiple choice
- True/false
- Matching
- Fill-in-the-blank
- Ordering or sequencing
Subjective Questions
Subjective questions ask students to generate or construct their own responses. These questions are often used to assess reasoning, interpretation, communication, analysis, and application of knowledge.
Examples:
- Short answer
- Essay questions
- Reflection prompts
- Case-based questions
- Problem-solving questions
Choosing the Right Question Type
Different question types are better suited for different assessment goals. Selecting an appropriate question format can help ensure students are demonstrating the intended learning rather than struggling with the structure of the question itself.
| If you want students to... | Consider using... |
|---|---|
| Recall terminology or definitions | Multiple choice, matching |
| Explain reasoning | Short answer |
| Apply concepts to a scenario | Case study, problem-solving question |
| Compare or evaluate ideas | Essay question |
| Analyze data or diagrams | Short answer, labeling, interpretation questions |
| Reflect on learning or experiences | Reflection prompts |
Writing Clear Assessment Questions
Clear assessment questions help students focus on demonstrating their learning rather than interpreting confusing wording or unclear expectations.
Well-written questions can improve reliability, reduce student frustration, and provide more accurate evidence of learning.
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Use clear and direct language
Questions should be written using language that is straightforward, specific, and appropriate for the level of the course. Avoid overly complex wording, unnecessary jargon, or long sentences that may distract from the intended learning.
Students should spend their time demonstrating learning, not decoding the question itself.
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Ask one main question at a time
Questions that assess multiple ideas or ask students to respond to several prompts at once can create confusion and make responses more difficult to evaluate.
For example, instead of asking students to analyze, compare, and justify all in one sentence, consider separating tasks into smaller parts.
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Avoid unnecessary complexity
Assessment questions should challenge students based on the intended learning outcome, not based on confusing wording or overly complicated structure.
Avoid double negatives, complicated sentence structures, tricky phrasing, and irrelevant details.
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Avoid trick questions
Questions designed to mislead students or "catch" mistakes may increase anxiety and reduce the validity of the assessment.
Assessment questions should challenge students intellectually, not intentionally confuse them.
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Ensure alignment with course content and learning outcomes
Assessment questions should connect clearly to course learning outcomes, instructional activities, and course materials.
Students are more likely to succeed when assessments align with what they have practiced and learned throughout the course.
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Review questions for ambiguity or unintended interpretation
Before using assessment questions, review them carefully to identify wording that could be interpreted in multiple ways.
Is there more than one plausible interpretation? Do answer choices unintentionally overlap? Are there cultural references or assumptions that could create barriers?