Quiz & Assessment Creator for Educators

Create 10 multiple choice questions for [TOPIC].

CONTEXT:
- Subject: [SUBJECT]
- Grade/Level: [LEVEL]
- Learning objectives: [LIST 2-3 OBJECTIVES]

REQUIREMENTS FOR EACH QUESTION:
- Clear, concise stem (question part)
- 4 answer options (A, B, C, D)
- Only ONE correct answer
- Distractors should be plausible (common mistakes or misconceptions)
- Avoid "all of the above" or "none of the above"
- No negative stems ("Which is NOT...")

COGNITIVE LEVELS:
- 3 questions at Remember level (recall facts)
- 4 questions at Understand/Apply level (explain or use)
- 3 questions at Analyze/Evaluate level (compare, assess)

OUTPUT FORMAT:
For each question include:
1. The question stem
2. Four answer options
3. Correct answer indicated
4. Brief explanation of why distractors are wrong
5. Bloom's level tag

Create 5 short answer questions for [TOPIC].

CONTEXT:
- Subject: [SUBJECT]
- Grade/Level: [LEVEL]
- Students should demonstrate: [KEY SKILLS/KNOWLEDGE]

QUESTION SPECIFICATIONS:
- Each question should require 2-4 sentences to answer
- Questions should test understanding, not just recall
- Include at least one question requiring comparison or contrast
- Include at least one question requiring explanation of a process

FOR EACH QUESTION INCLUDE:
1. The question
2. Expected response length (sentence count)
3. Key points the answer should include (for grading)
4. Common misconceptions to watch for
5. Point value suggestion

ALSO CREATE:
- A model answer for each question
- A grading guide (what earns full/partial/no credit)

Create an essay prompt and rubric for [TOPIC].

CONTEXT:
- Subject: [SUBJECT]
- Grade/Level: [LEVEL]
- Time allowed: [MINUTES] for writing
- This assesses: [SPECIFIC LEARNING OBJECTIVES]

ESSAY PROMPT REQUIREMENTS:
- Clear, specific question that requires argumentation
- Include any necessary context or background
- Specify expected length (paragraph count or word count)
- State whether sources should be cited

CREATE A RUBRIC WITH:
- 4 scoring levels (Exceeds/Meets/Approaching/Beginning)
- Criteria categories:
  1. Thesis/Argument (clear position, addresses prompt)
  2. Evidence/Support (relevant examples, specificity)
  3. Analysis (depth of reasoning, connections)
  4. Organization (structure, flow, transitions)
  5. Conventions (grammar, mechanics - if applicable)

FOR EACH CRITERIA:
- Specific descriptors for each scoring level
- Point values
- Examples of what each level looks like

ALSO INCLUDE:
- A model essay outline
- Common pitfalls students should avoid

Create a practical assessment for [SKILL/COMPETENCY].

CONTEXT:
- Subject area: [SUBJECT]
- Skill being assessed: [SPECIFIC SKILL]
- Time available: [DURATION]
- Resources students will have access to: [LIST MATERIALS]

ASSESSMENT DESIGN:
1. Task description (what students will do)
2. Clear success criteria (what "done well" looks like)
3. Step-by-step instructions for students
4. Materials/setup needed

OBSERVATION CHECKLIST:
Create a checklist the assessor can use while observing, including:
- Key steps to complete
- Quality indicators to look for
- Common errors to note
- Time management benchmarks

RUBRIC:
- Performance levels with specific descriptors
- Critical vs. non-critical elements
- Safety considerations (if applicable)

ALSO INCLUDE:
- Accommodations for students who need more time
- Alternative ways to demonstrate the same skill
- Self-assessment reflection questions for students

Create a self-assessment for students after learning [TOPIC].

CONTEXT:
- Subject: [SUBJECT]
- Grade/Level: [LEVEL]
- Unit/Lesson: [SPECIFIC CONTENT COVERED]
- Learning objectives: [LIST OBJECTIVES]

CREATE A SELF-ASSESSMENT WITH:

1. CONFIDENCE SCALE (for each learning objective):
"I can [objective]..."
- Confidently, without help
- With some support or examples
- Only with significant help
- Not yet

2. REFLECTION QUESTIONS:
- What concept did you find most challenging? Why?
- What strategy helped you learn best in this unit?
- What would you do differently if you studied this again?
- What questions do you still have?

3. EVIDENCE PROMPTS:
- Give an example that shows you understand [concept]
- Explain [key idea] in your own words
- What connections did you make to other things you know?

4. GOAL SETTING:
- What is one thing you want to improve?
- What specific step will you take?

FORMAT:
- Student-friendly language
- Mix of scales, short responses, and checkboxes
- Should take 5-10 minutes to complete

Create an analytic rubric for [ASSIGNMENT TYPE].

ASSIGNMENT: [DESCRIPTION]
GRADE LEVEL: [LEVEL]
POINT TOTAL: [POINTS]

CRITERIA TO ASSESS:
1. [Criterion 1 - e.g., Content accuracy]
2. [Criterion 2 - e.g., Organization]
3. [Criterion 3 - e.g., Use of evidence]
4. [Criterion 4 - e.g., Writing conventions]

FOR EACH CRITERION CREATE 4 LEVELS:
- Exceeds Standards (4) - What excellence looks like
- Meets Standards (3) - What proficiency looks like
- Approaching Standards (2) - What partial understanding looks like
- Beginning (1) - What significant gaps look like

REQUIREMENTS:
- Use specific, observable language (not vague terms like "good")
- Include examples where helpful
- Make distinctions between levels clear
- Weight criteria by importance

OUTPUT FORMAT:
- Table format with criteria rows and level columns
- Point values for each level
- Student-friendly language