Different Question Types Used to Tests Different Levels of Understanding

It will add some value to the way a students approaches the answering of questions if they have an understanding of what it is that the examiner is trying to test. The first step to success for the student is to take some time to interpret the type of questions contained in the examination paper in a systematic manner against a known set of criteria. Using this information the student can then determine the content and structure of the answer.

From evaluating hundreds of answer sheets, assignments and examination papers it is clear that the under performing students appear to have a misunderstanding on how to approach different types of questions.

In some cases multiple choice questions are approached as discussion type questions. In other cases the question paper required the student to "list" the factor or items and the answers included a full discussion of the topic.

The primary thing to do is to actually answer the question asked. One certainty is that where an examiner provides you with sub questions you MUST use them. This is a tool that the examiner is using in an effort to guide the student to structure the question is the appropriate manner.

It is normal for any assignment or examination to contain a variation of different question types. The reason for this is that each question type will test a different component of the student's competence.

Below are six potential question categories. These are not a comprehensive list but will go a far way to provide students, and in some cases teachers, with a better understanding as to what can be expected.

In general terms the different question types are listed in increasing order of difficulty.

Knowledge

The Merriam-Webster online dictionary defines knowledge as that which "applies to facts or ideas acquired by study, investigation, observation, or experience". Questions set to test the knowledge of the student should therefore test these dimensions.

The purpose of this type of question is to test the ability of the student to remember, recognize and recall information through memorizing and identification.

Questions set in order to test the knowledge dimension of what the student gained form a course would include words like:
- Who, what, when, where, how...?
- List
- Identify (the correct or incorrect option)

Comprehension

The Merriam-Webster online dictionary defines comprehension as "the act or action of grasping with the intellect."

This type of question is normally included in an assignment or examination to try and establish the understanding or grasp of the students in respect of the subject matter and will include some of the following words:
- Interpret;
- Translate;
- Describe (in your own words);
- List (by organizing and selecting of facts or ideas)

Application

The Merriam-Webster online dictionary defines application as "an act of applying or putting to us" something.

The application type of questions is traditionally included in an assignment, test or examination to establish the ability of the student to apply the knowledge gained. This is often done by including some facts in the form of a case study of some sort. In application type questions the aim is normally to apply information to produce some result, solve problems or make use of facts, rules and principles to indicate the level of understanding.

This type of question is distinguishable by looking for the inclusion of words like:
- How is (this) an example of (that)?
- How is (this) related to (that)?
- Why is (this) significant?
- Discuss...

Analysis

The Merriam-Webster online dictionary defines analysis as the "separation of a whole into its component parts" or "the identification or separation of ingredients of a substance" or a statement of the constituents of a mixture" or "proof of a mathematical proposition by assuming the result and deducing a valid statement by a series of reversible steps."

The inclusion of this type of question in evaluations and assessments of students are normally done with the aim to test their ability to analyse a complex set on information and through this, display their level of understanding. This is achieved by requiring the student to subdivide something and show how it is put together, find the underlying structure of an item, identify motives or separate a whole into component parts.

The distinguishing words normally contained in this type of question could include:
- What are the parts or features of...?
- Classify (this) according to (that)
- Outline/diagram...
- How does (this) compare/contrast with (that)?
- What evidence can you present for...?

Synthesis

The Merriam-Webster online dictionary defines synthesis as "the combining of often diverse conceptions into a coherent whole" or "the dialectic combination of thesis and antithesis into a higher stage of truth."

Very often this type of question is utilised where students are required to work on a training project and for students that have already achieved a reasonably high level of understanding of the subject matter. The combination type of question is normally included in an assessment series in order to establish the ability of the student to create a unique, original outcome that may be in written form or may be a physical object or to combine ideas to form a new unique whole utilizing existing sub parts.

This type of question can have a number of different structures and key words that would be included in questions would be structures like:
- What would you predict/infer from...?
- What ideas can you add to...?
- How would you create/design a new...?
- What might happen if you combined (this) and (that)?
- What solutions would you suggest for...?

Evaluation

The Merriam-Webster online dictionary defines evaluation as the process whereby somebody will "determine or fix the value of" something and "to determine the significance, worth, or condition of (something) usually by careful appraisal and study"

The evaluation type question is normally included in higher level appraisal types to tests the ability of the learners to utilize the knowledge gained to make value decisions about issues, resolve controversies or differences of opinion and develop opinions, judgments or decisions.

The structure of these questions will normally look something like this:
- Do you agree...?
- What do you think about...?
- What is the most important...?
- Place the following in order of priority...
- How would you decide about...?
- What criteria would you use to assess...?
- Appraise the ...
- Evaluate the ability of (this) to achieve (that).

Conclusion

The evaluation of the exam papers also clearly indicated that students often do not read the questions at all. This may sound strange but really happens more often than what one would think. The result is that instead of answering the question in the assignment or examination, the perfect answer for a question that was not asked is provided. This results in the student receiving no marks at all for that particular question and in some cases missing a sure distinction or failing as a result.

The results of this study clearly indicate that students who structures their answers and provided headings and sub headings generally score higher marks than those who just provides paragraph upon paragraph of descriptive text.

Some students believe in quantity rather than quality and pay the price for that. The last word on successful answering of questions is to comply with the requirements set out by the examiner. If an outline is required, provide it, if a list is required, provide that.