© Cambridge International Examinations 2013 What makes a good question?

© Cambridge International Examinations 2013

What makes a good question?

• Is space exploration a good thing?• To what extent should we invest in space exploration?• Does Mars have a breathable atmosphere?

Good questions:

• Invite a global response• Are simple (not multiple nested questions)• Require a judgement to be made• Lead to a genuine debate• Invite engagement with alternative perspectives• Allow for an answer to be in the middle ground• Are within the capabilities of the student• Can be answered within the word/time limit• Interest the student

Are these ‘good’ questions?

1. What are the advantages and disadvantages of nuclear power stations?

2. Is global warming caused by humans and how can we alleviate the effects?

3. Is the world a safer place with nuclear weapons?

4. Aid or trade?

5. Is cryogenics only an option for the rich as well as an immoral use of resources?

6. What are the key policies in trying to tackle over-population and how effective are they?

Example:What different attitudes do people around the world have to the relationship between parents and children?

• Does not require a judgement to be made• Is likely to lead to a description• Likely to identify different perspectives• Unlikely to engage or evaluate different perspectives• No debate to be had• Likely to be long, rambling and repetitive.

Should young people honour their parents (and if so, to what extent)?

• Requires a judgement to be made• Can be treated in a global way• Allows for a debate between different perspectives• There is only one key idea – allows for deconstruction of the

word ‘honour’• Can be answered within the time allowed• Likely to be interesting to the student.

Could these be better?

Question A: Is nuclear power the best option to solve energy supply problems?

Question B: Have globalisation and supranational organisations left the nation state obsolete?

Question C: To what extent is capital punishment ever a justifiable response by the state?

Question D:Is voluntary euthanasia ever acceptable?

© Cambridge International Examinations 2013

Choosing Your Question

Deconstructing a Topic Anti-Social Networks Using Different Themes

Economics

• Should social networks pay more tax and if so, who to?

• Is floating social networks on the stock exchange wise?

• Is advertising on social networks cost effective?

• Should social networks be doing more for charity?

Political

• Social networks and the political agenda of some countries.

• Should more cases of privacy abuse be brought to justice?

• How effective are social networks as a tool for overthrowing

governments?

• Is it acceptable to use social networks as a political campaigning tool?

Cultural

• Are social networks encouraging racist behaviour?

• Should social networks interfere with resistant cultures?

• Are social networks encouraging international crime?

• Does every country naturally want more access to social networks?

Environmental

• The value of social networks in pinpointing disaster zones.

• Should we be exporting our old mobile phones to third world countries?

• Could flash mobbing have positive uses in disaster regions?

• Should social networks be used to encourage environmental

awareness?

Science and Technology

• Is science able to provide a useable/useful global social network policing

capability?

• Are the capabilities of the next generation of apps cost effective?

• Science should be more concerned with research other than technology.

• Are new technology research programmes worth the investment?

Ethics

• Should potential employers be allowed to scan our social network sites?

• Should we have more control over our own data?

• Is it acceptable to incorporate cookies on social network sites?

• Should the privacy policies of social networks be more rigorous?

© Cambridge International Examinations 2013

How to coach students towards a good researchable and debatable question

Initially with full scaffolding, the teacher will need to assist candidates in:

• Understanding the nature of the task• Finding a suitable subject and then refining it into a formal question• Identifying the main issues and possible research strands in their topic• Identifying and locating appropriate sources of information/evidence• Understanding and developing appropriate research methodologies• Understanding and developing the necessary organisational skills.• Encourage candidates to show originality in their choice of investigation,

approach and conclusion(s).• Steer them towards a final researchable question.

Questions the student should ask of themselves:

• Is it relevant?• Is it manageable?• Is it clear and simple?• Is it interesting?• Can you move plans into action?• Is it fit for assessment?

Is it fit for assessment?• Remember, you must satisfy the learning outcomes of your course. • Your question must be open to assessment, as well as interesting.• Keep referring back to the assessment objectives throughout the

process.

Peer questioning• Never forget the value of peer input.• Individual students can present to others and then lead in to a seminar

style discussion • This can lead in turn to constructive questioning and useful feedback.