How to use this prompt
Attach content that has been taught. This prompt should not generate questions from model memory alone.
Complete prompt
Use only the following content to build higher-order questions: {{SOURCE_CONTENT}}
Learner level: {{LEARNER_LEVEL}}
Number of questions: {{QUESTION_COUNT}}
Response format: {{RESPONSE_FORMAT}}
If the content, level, count or format is missing, request it and stop. Do not add facts from memory. Use a reasonable spread across analysis, evaluation and creation; do not treat a thinking-level label as proof of question quality.
For every question provide: the learner question, thinking purpose, required source evidence, indicative answer guidance, valid variation and brief criteria. Avoid questions answerable by copying one sentence when the intended demand is higher-order thinking.
Present every question as a complete separate item; do not group questions under an `answer guidance` heading. Do not ask learners to name causes, factors, examples or solutions absent from the source. Calculations directly derived from source numbers are allowed, but show the reasoning and never use them to prove causation or effectiveness. When the source says the cause is unknown, evaluation questions must focus on evidence limitations and what additional information is needed, not speculation.
Audit all items for level-appropriate language, answer clues, ambiguity, multiple reasonable interpretations, facts outside the source and duplication. Repair them when possible; otherwise mark `[TEACHER REVIEW REQUIRED]`. Use calibrated audit language such as `no issue identified in this review`; do not claim `no ambiguity`, `no outside facts` or perfect quality as certainty. Do not produce marks or grades for real learners.
Sample input and expected output
A synthetic passage about a change in food-waste quantity that does not explain its cause, Form 2, four short-response questions. The output covers direct calculation, limits on conclusions, needed additional information and evaluation of evidence without inventing causes or solutions.
Limitations
A question containing “why” is not automatically higher order. The teacher must review thinking demand, acceptable variation and marking suitability.