  Research-validated multiple-choice questions comprise an easy-to-implement
instructional tool that serves to scaffold student learning and formatively
assess students knowledge. We present findings from the implementation, in
consecutive years, of research-validated multiple-choice question sequence on
measurement uncertainty as it applies to two-state quantum systems. This study
was conducted in an advanced undergraduate quantum mechanics course, in an
online and in-person learning environments in consecutive years. Student
learning was assessed after receiving traditional lecture-based instruction in
relevant concepts, and their performance was compared with that on a similar
assessment given after engaging with the multiple-choice question sequence. We
analyze and discuss the similar and differing trends observed in the two modes
of instruction.
