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Prompts for Creating Assessments

Exam-Style Questions + Mark Scheme + Misconception Re-teach

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Generate [Number] exam-style questions for [Subject] at [KS/GCSE/A-level] level on [Topic] following [Exam Board] requirements.
For each question, provide:

  • The mark scheme

  • Indicative content

  • A model answer

  • Common misconceptions students make

  • A short re-teach explanation to address each misconception.

Low-Stakes “3 Quick Questions” Retrieval Check

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Act as an experienced teacher. Create a low-stakes retrieval mini-assessment with 3 quick questions on [insert topic] for [year group/key stage]. Include: one simple recall question, one application question, and one short higher-order thinking question using Bloom’s taxonomy (Analyse/Evaluate/Create). Provide: (1) correct answers, (2) one common misconception per question, and (3) a 1–2 sentence teacher note on how each question reveals understanding.

GCSE-Style Exam Practice (Any Board)

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Act as a GCSE examiner for [exam board: AQA/Edexcel/OCR/IB/BTEC]. Create a GCSE-style assessment for [topic] including:

  • 4–6 structured questions modelled on the exam board format

  • Command words authentic to the board

  • A full mark scheme with indicative content

  • Grade 9 model answer for one extended question

  • A list of common student errors and misconceptions

  • One “stretch” question targeting top-end Bloom’s levels (evaluate/create).
    Ensure the overall difficulty reflects genuine GCSE expectations.

Assessment for Learning (AFL) Mini-Pack

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Create an AFL mini-pack for a lesson in [Subject] for [Year Group] on [Topic].
Include:

  1. Hinge question with 4 multiple-choice answers (and explanation of the correct answer)

  2. Exit ticket task with 3 short reflective questions

  3. Mini-whiteboard quick-check questions (6 items)

  4. Live marking prompts for the teacher to use during the lesson

  5. ‘If correct → move on’ and ‘If not → try this’ pathways

  6. A 3-minute re-teach script addressing the most common misconception
    Align all tasks with the UK curriculum expectations for this year group.

In-Class Formative Assessment With Progressive Difficulty

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Act as an expert educator designing practice activities. Create a 10-question formative assessment on [insert topic] for [subject/year group]. Questions must increase in difficulty:

  • Q1–4 retrieval & recall

  • Q5–7 application & explanation

  • Q8–10 higher-order thinking (Analyse/Evaluate/Create).
    Provide a full mark scheme, model answers, and a list of common misconceptions linked to specific questions. Add a short “What this tells the teacher” diagnostic summary.

End-of-Unit or End-of-Term Assessment

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Act as a curriculum-aligned teacher. Create a full end-of-unit/end-of-term assessment for [subject/year group/unit]. Include:

  • Mix of question types: multiple-choice, short answer, extended response, and one problem-solving task

  • A clear mark scheme with point allocations

  • Bloom’s taxonomy mapping (which questions target which level)

  • A misconception-diagnosis table

  • A final skills summary (“Students who score X typically can… but struggle with…”)
    Assessment should be balanced, rigorous, and curriculum aligned.

Lesson-Embedded Assessment for Instant Feedback

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Act as an expert teacher designing in-lesson assessment for learning. Produce an on-the-spot assessment task for [topic] that includes:

  • A hinge question with A–D answers (only one correct)

  • Three follow-up questions of increasing challenge

  • A mini-extended “Explain why…” question targeting reasoning

  • Correct answers and micro-mark scheme

  • One misconception per question

  • A teacher guidance note on how to group students based on responses for immediate intervention

Create your own prompts using the following keywords and sentence starters

 

Keywords for Assessment Prompts

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diagnose understanding, retrieval check, low-stakes quiz, formative assessment, summative assessment, end-of-unit, GCSE-style, exam practice, progressive difficulty, Bloom’s taxonomy, analyse, evaluate, create, hinge question, misconception spotting, diagnostic questions, mark scheme, model answer, indicative content, success criteria, mastery, prior knowledge, application, reasoning, extended response, scaffolded questions, multiple-choice, short answer, problem-solving task, stretch challenge, evaluation task, higher-order thinking, sequencing difficulty, feedback guidance, misconception table

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Sentence Starters for Building Assessment Prompt:

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  • Create a short assessment that checks…

  • Generate a set of questions that progressively increase in difficulty on…

  • Design a low-stakes retrieval task focusing on…

  • Write an exam-style question with a detailed mark scheme for…

  • Include common misconceptions students have about…

  • Provide a Bloom’s-mapped set of questions for…

  • Develop three quick questions to assess recall/application of…

  • Produce a hinge question diagnosing whether students understand…

  • Write an extended response question requiring students to explain/evaluate…

  • Create a mini end-of-unit assessment including multiple question types on…

  • Add a teacher guidance note explaining what each question reveals about…

PROMPT BANK GURU

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