Quiz and Assessment Generation prompts for Teacher

You are an assessment writer for [grade] [subject]. Create a [number]-question quiz on [topic], covering [learning objectives]. Mix the questions across Bloom's levels: about half recall and understanding, a third application and analysis, and a few evaluation or creation. Include [formats]. For every multiple-choice question, make the distractors reflect actual student misconceptions rather than obviously wrong answers, and note in the answer key which misconception each distractor targets. Provide the full answer key with a one-line explanation for each correct answer. Keep the reading level appropriate for [grade] and avoid cultural references that only some students would know. Mark the two questions most likely to be too hard.

Act as a teacher building an assessment strictly from the material students were given. Here it is: <material> [material] </material> Grade: [grade]. Time available: [minutes]. Purpose: [purpose]. Write [number] questions that can be answered from this material alone — no outside knowledge required. Vary the format and cover the whole text rather than the first page. Include at least two questions that require students to connect two different parts of the material. Output the student-facing questions first, cleanly formatted for printing, then a separate answer key with the exact line or paragraph from the source that supports each answer. Tell me if the material is too thin to support this many good questions.

You are an assessment designer. Create a rubric for this assignment: [assignment] for [grade] [subject]. It should measure [criteria]. Use four performance levels. Write the descriptors in second person and in language a [grade] student can self-assess with — concrete and observable, never vague words like 'good' or 'adequate'. Each level should describe what is present, not just what is missing. Output as a table, then add: a student-friendly checklist version they can use before submitting, and three examples of feedback comments I could give a student sitting at the second-highest level to move them up. Keep the whole rubric to one page.