Open Questions
We might think of open questions like this: ˂
The question is the starting point.
From this, different possible responses branch out. A variety of different paths can be explored. In a discussion, we might end up a long way from where we started, but we would be able to trace our way back if we wanted to.
Open questions invite many potential answers, all of which may lead to new points and positions.
They have the function of providing a multitude of opportunities for response, with these being limited by the content of the question, not its form.
Here are some examples of open questions:
- (A) What do you think?
- (B) Why might this be true?
- (C) What do you like doing?
- (D) How could we solve this?
- (E) Why?
Here is some analysis of the structure of each of these questions.
- (A) This is a question that is wide open. We can infer that it has been said in reference to something and that the question is really: ‘What do you think about X?’
It invites the respondent to articulate their thinking and places few other demands on them. When this question is asked, it is usually accompanied by a sense that the questioner wants to know the thoughts of the other person and that they are genuinely interested in what it is they think.
- (B) This question is open yet also circumscribed.
The words ‘be true’ delimit the area of possible responses. The questioner has not asked: ‘Why might this be true or not?’ Of course, a respondent might take this to be the question, but in so doing they would be interpreting.
The use of the word ‘this’ signifies the subject of the question and the words ‘Why might’ offer us an open command, suggesting that many responses are possible – as long as they refer to whatever the word ‘this’ is signifying.
- (C) This question is open but more heavily circumscribed than the previous one. It is assumed that the respondent does indeed like doing things.
It is also implied that these things will equate to common standards of what one might like to do.
At the same time, the question is not specifying a specific thing which the respondent is to consider – instead it is the overall category of ‘things one likes to do’.
- (D) This question is similar to (B). It is open yet circumscribed.
The words ‘solve this’ specify that, while many answers are possible, they must all refer to the attempted solution of the problem that is indicated.
The question is included to demonstrate how different formulations may have similar functions and thus make similar demands in terms of response-elicitation.
- (E) This question is open, but not as open as it may at first seem.
It invites a broad range of responses yet, at the same time, carries an undertone signalling that any response must be amenable to reason.
If we ask the question ‘why?’ and receives a response such as: ‘Because giraffes are pink’, we would be entitled to expect an alternative, more appropriate answer.
Drawing all this together, we can note a few common points regarding open questions:
- They invite a range of possible responses.
- They can remain open even while the range of responses is circumscribed.
- They often carry implicit messages about what sort of response is considered appropriate.
- They have a main subject.
- They have a second subject – the respondent’s thinking about the main subject.
Closed Questions
We can reverse our symbol and think of closed questions as being like this: ˃
Closed questions narrow down the options, specifying quite strictly what it is that the respondent’s answer ought to be about. Here are some examples:
- How old are you?
- Where do you live?
- What time is it?
- Is this true or false?
- What does ‘sentiment’ mean?
The following points are true for each of these cases:
- The questions specify what type of answer is to be given (number; place; time; true or false; definition).
- The questions demand a response that is likely to be highly specific.
- The questions request information.
- The questions request information that could be verified.
- The questions are definitive. This is expressed through the words ‘are’, ‘do’, ‘is’ and ‘does’.
Bearing these points in mind, we can see that there are lots of times when closed question are appropriate, necessary and preferred.
For example, if we want to check knowledge, ensure accurate recall or find out a specific piece of information.
The risk is that closed questions end up being overused in the classroom. There are two reasons why this might happen.
First, closed questions are quick – both in their saying and in their answering.
If you feel pushed for time or if you want to increase the pace of a lesson, it can be tempting to fall back on closed questions.
Second, they are a simple way to create a sense of progress – although this may often be illusory.
When asking closed questions, we can often find someone who can say the correct answer. This is no guarantee that they have understood why it is correct though.
In fact, it could simply be a guess.
In an exchange based on closed questions, less information is usually elicited than when using open questions:
- Teacher: What is 3 divided by 40?
- Student: 0.075
- Teacher: Fantastic! You’re a genius!
But are they? Perhaps their friend told them. Perhaps they used a calculator. Perhaps they guessed. Perhaps they spent the whole night memorising the answer to that question in the hope that it might come up.
Here is a cautionary tale that demonstrates the lack of information elicited by closed questions:
A police officer is in court.
He is giving evidence.
In his evidence he has claimed that he can identify the two people the prosecution suggests have committed a crime.
These two people are the defendants.
The barrister asks him if he was wearing his glasses on the night when the crime was committed.
He replies that he was not.
The barrister asks him how close he came to the people who were committing the crime.
He indicates that he came to within twenty feet before they escaped.
The barrister inquires as to whether he is short-sighted or long-sighted.
The policeman responds that he is short-sighted.
The barrister asks him to read out his prescription.
The policeman obliges.
The barrister asks when the prescription was given.
The policeman indicates that it was given three months ago, when he last had his eyes tested.
The barrister indicates to the judge that he has no further questions.
A tense atmosphere has descended on the courtroom. The attention of all those present is on the witness. The only noise is the slow clicking of the barrister’s heels on the wooden floor as he returns to his seat.
The defence lawyer rises to re-examine the witness.
He walks forward, stops and looks up. ‘Tell me,’ he says, ‘do you wear contact lenses when you are at work?’
‘Yes I do,’ the policeman replies. ‘Without fail.’
The final word then, is one of temperance.
Closed questions do very specific things. This is their strength but also their weakness.
They should not be relied on to excess. A balance is required. One that recognises open and closed questions as serving different, and complementary, purposes.
