The present work is part of a broad programme aimed at understanding how students think about data obtained from measurement, including measurement uncertainty, at a more fine-grained level than that obtained from the Physics Measurement Questionnaire. More specifically, to what extent do measured student shifts from a point to a set paradigm come about due to actual conceptual change or are they the result of recognizing familiar situations that can successfully be processed according to appropriate prescriptions. In order to probe these finer grained aspects of understanding a process of developing a suitable questionnaire was initiated. The first phase of the process involved piloting individual, specific questions. The present paper will discuss the questions that were developed and piloted with a group of students after an introductory lab course. The focus of the paper will be on the level of informativeness of the responses that were obtained.