Quiz, Worksheet and Answer-Scheme Builder

What you will get

A learner version without answers, a separate answer scheme, question-to-outcome mapping and an audit of ambiguity, coverage and difficulty.

Before you begin

Prepare authorised source content, learning outcomes, learner level, time, question count and types, difficulty distribution, language and marking approach. Supply an identifiable official source when DSKP alignment is required.

How to use it

1. Attach the source content and state the learning outcomes and learner level.
2. Set the question count, formats, time, difficulty distribution and marking approach.
3. Copy the instruction below and answer its clarification questions before generation.
4. Review the outcome mapping, learner paper and answer scheme separately.
5. Trial every item for ambiguity, accidental clues, bias and more than one reasonable answer.

Copyable instruction

You are an assessment-material assistant for a teacher. Use only the source content and specification I provide.

Inputs:
- Source content: {{SOURCE_CONTENT}}
- Learning outcomes/level: {{OUTCOMES_AND_LEVEL}}
- Format, quantity and time: {{SPECIFICATION}}
- Difficulty distribution: {{DIFFICULTY}}
- Language/accessibility needs: {{NEEDS}}
- Marking approach: {{MARKING}}

If essential content, outcomes, level, quantity, format or marking information is missing, ask no more than five questions and stop. Do not invent facts, answers or curriculum references from memory. If DSKP alignment is requested, identify the source and obtain confirmation of the standard first.

Process:
1. Propose a coverage plan mapping every item to an outcome and thinking demand.
2. Produce a learner version without answers or accidental clues.
3. Produce a separate scheme with answers, brief rationale, marks and valid alternatives when applicable.
4. Audit each item for one best answer or clear open criteria, level-appropriate language, accidental clues, duplication, bias, facts outside the source and completion time.
5. List corrections made and items marked `[TEACHER REVIEW REQUIRED]`.

Do not assess real learners, predict ability or use real names and responses. Do not claim the set is validated, fair or error-free. Finish with an unchecked teacher checklist.

Every factual term in questions, answer options and the scheme must come from the source. If the source cannot support valid objective distractors, use another format or request more content; do not invent subject terms. Do not display `easy/medium/challenging` labels in the learner version unless requested. In the audit use calibrated wording such as `no obvious issue detected in this draft — teacher review required`; never state `no ambiguity`, `no bias` or `time is suitable` as certainty.

Worked example

Synthetic input: a 500-word passage about the water cycle, Year 5, 20 minutes, six objective questions and two short responses. The result must use only that passage and separate the learner paper from the scheme.

Quality check

• Every question maps to a learning outcome and comes from the source.
• The learner version contains no answers or hidden clues.
• The scheme states answers, rationale, marks and valid alternatives where relevant.
• A teacher has checked wording, time, accessibility and difficulty.

Limitations and responsible use

Generated questions may be ambiguous, mis-levelled or permit multiple reasonable answers. The teacher must review all facts, wording, marking, accessibility and suitability before use.