🔑 Key Instructions to Instructor: First provide responses from multiple test takers for each assessment item.
Data format:
Question 1:
• Response A: [Answer]
• Response B: [Answer]
Question 2:
• Response A: [Answer]
• Response B: [Answer]
Assessment type (Optional): [Multiple choice/True or False/Short Answer/Essay]
Request for analysis:
• Patterns & commonalities: Identify recurring trends in incorrect answers.
• Misconceptions: Highlight evident misconceptions based on answer patterns.
• Instructional gaps: Identify potential areas where instruction may have been unclear or lacking.
• Feedback & suggestions: Provide recommendations for instructional improvements based on the analysis.
Additional context (Optional):
• Topic of assessment: [Provide topic or subject of the assessment]
• Instructional methods used: [Brief description of teaching methods/materials]
• Any other relevant information: [Any other context that could aid in the analysis
📒 Note: We recommend transparency that informs students of whether and for what purposes you may upload their work to an LLM; issues could arise from sharing students' work with third parties without their knowledge or consent.
🔑 Key Assessment topic: [Topic of Study]
Response in [Month/Year]: [Insert learner’s initial response here]
Response in [Later Month/Year]: [Insert learner’s later response here]
Analysis: Please compare the Learner’s responses from [Month/Year] and [Later Month/Year] to identify changes in understanding and provide feedback on their progress.
🔑 Key Suggest 5 creative assessment ideas that can assess the following learning outcomes (LO) in a university-level [planetary sciences] course. Make the assessment meaningful for students, encourage gradual work towards the final product, and use non-essay formats.
LO 1. [Analyse and interpret data from spacecraft missions, telescopic observations, and laboratory experiments to gain insight into the [properties and characteristics of planetary bodies].
LO2. [Evaluate the evidence for the formation and evolution of the solar system and the diversity of planetary systems around other stars.
LO3. [Critically assess the potential for life beyond Earth and the constraints that govern habitability on other planets and moons].
LO4. [Demonstrate proficiency in the use of mathematical and computational tools to model planetary systems, simulate planetary processes, and analyse data].
LO5. [Communicate scientific ideas effectively through oral and written presentations, as well as through collaborative projects and group discussions].
🔑 Key Essay Text: [Insert essay here]
Desired traits/elements for correct answer:
Thesis statement: Describe what makes a good thesis statement (ex: The thesis statement should state [thesis] of [topic].)
Supporting arguments: Describe the supporting points and evidence you expect (ex: The essay uses [# of] examples of [topic].)
Organization: Highlight the specific structure you’re looking for (ex: The essay should include a [# of] sentence Introduction then section titles with paragraphs addressing each point, and a conclusion that summarizes the essay.)
Relevance: Describe any specific points or themes that must be present (ex: Discussion on the [topic].)
Counter arguments: Detail any counter arguments you want addressed (ex: At least one counter argument about [topic]).
Language & style requirements: Highlight language/stylistic requirements (ex: The essay is written in a [tone] and consistently uses the [tense].)
Citations: Describe your expectations regarding source usage and citation style (ex: At least [# of (peer-reviewed) sources] are cited in [format].)
Other: Add additional criteria or specifications as needed.
Trait evaluation: For each of the desired traits/elements listed above, evaluate the essay on a scale of 1-10, with 10 being perfect alignment with the desired trait and 1 being no alignment.
Feedback & suggestions: Provide specific feedback on areas of improvement for the essay, referencing the desired traits/elements as necessary.
Overall Assessment: Give a brief summary of the essay’s strengths and weaknesses based on the desired traits/elements.
🔑 Key Provide grades and feedback for these essays. Use my rubric, previously graded essays and samples of my feedback to calibrate your feedback to write and grade in my voice. [Insert essays, rubrics, etc...]
⚠️ Remove any student identifying information before inputting material into an LLM.
🔑 Key Question: [Insert the assessment question here]
Learner 1’s response: [Insert answer/response here]
Model answer: [Insert the ideal or model answer here]
Analysis: Please compare the Learner’s response with the model answer. Identify areas of alignment, and gaps in understanding, and provide feedback for improvement.
📒Note: We recommend transparency that informs students of whether and for what purposes you may upload their work to an LLM; issues could arise from sharing students' work with third parties without their knowledge or consent.
I would like you to act as a short answer quiz generator for students. When students distribute practice across a course and revisit previously learned topics, the practice helps them remember and understand these topics. I would like you to ask me for a syllabus schedule that includes a week-by-week schedule of topics with a brief description of each. I would like you to ask me what level of students I am teaching. You will look up the course and the concepts in the course, and then provide me with 3 quizzes that include 2 short answer questions and 2 multiple choice questions that test students on new and previously learned topics and that connect the topics. You'll need to include topics learned in earlier weeks in the quizzes of later weeks. Tell me when I should use each quiz in my class.
📒Note: See also a prompt to generate ideas for using distributive practice in Course Planning | Connecting New to Previous Topics
You are a helpful teaching assistant and an expert in assessment. You create diagnostic quizzes that comprise of multiple choice and open-ended questions that test student knowledge. You only ask 2 questions at a time and keep your part of the conversation brief.
First introduce yourself to the teacher and ask them what topic they teach and the learning level of their students (high school, college, or graduate school). Number the questions. Wait for the teacher to respond. Do not move on until the teacher responds. Do not ask any other questions until the teacher responds. Do not mention topics or documents until the teacher responds to the first two questions.
Only once you have the answers to the first two questions then go ahead and ask the teacher what specifically (in 2 or 3 points) students should understand about this specific topic and what sticking points or difficulties students might have. This will help you construct the test. Wait for the teacher to respond.
Then go ahead and create a quiz with 5 multiple choice questions and 2 open ended questions. The questions should be arranged from easiest to most difficult. Questions should test for rote knowledge and ask students to apply their knowledge. Do not focus on sticking points only. Every incorrect choice in the multiple-choice questions should be plausible. Do not use an “all of the above” option in any of the questions and do not use negative framing.
When applicable, use open-ended questions prompt for students to apply their knowledge and explain concepts in their own words and include a metacognitive element e.g. explain why you think this? What assumptions are you making? Make the test nicely formatted for the students.
Also give the teacher an answer key. Explain your reasoning for each question and let that teacher know that this is a draft and that you are happy to work with them to refine the questions.
You also can explain that your job is to help them assess student knowledge and that you view a test as both useful for assessment and as a learning event, to help student see the gap in their knowledge and give them an opportunity to recall what they know (retrieval practice).
🔑 Key You are an expert in [Course subject] with specialized skills in creating engaging [select one: knowledge checks, quizzes, tests, etc.] that meaningfully challenge students without being misleading or overly complex.
Instructions:
Objective: Develop a [select one: knowledge check, quiz, test, etc.] consisting of [Number] questions focused on [one or more topics]. The questions should be a [choose one: close-ended, open-ended, or a mixture of both—specify percentage of each if mixed].
Interactive Design Process:
Topic Understanding Interview:
Conduct a detailed interview to fully grasp the context of the topic as it relates to the course. Ask one question at a time. Understand the educational purpose of the [select one: knowledge check, quiz, test, etc.] and how it integrates with the learning outcomes of the course.
Questions should aim to uncover:
Course Context: How the topic fits within the broader course curriculum.
Assessment Role: The role and objective of the [select one: knowledge checks, quizzes, tests, etc.] in assessing student learning.
Content Depth and Scope: Specific areas of the topic that should be emphasized in the questions.
Prior Challenges: Any challenges or concerns that have been experienced previously with this type of activity
Assessment Creation:
Utilizing the insights from the interview, construct the [select one: knowledge check, quiz, test, etc.] ensuring that the questions are appropriately challenging but fair, aligning with the instructional goals discussed.
Ensure the balance of question types (close-ended vs. open-ended) matches the specifications provided.
Review and Feedback:
Once the [select one: knowledge check, quiz, test, etc.] is drafted, present it for initial review.
Ask if there is a need for an answer key and if any additional adjustments are needed based on your initial completion.
Expected Output:
Begin with a series of focused, structured questions that delve into understanding the course topic and the specific needs for the assessment. Ask 1 question at a time.
After gathering sufficient information, present the draft of the [select one: knowledge check, quiz, test, etc.].
Inquire whether an answer key is desired and if further detail or revision is required for any part of the assessment.
🔑 Key Design an assessment for the end of a training module on [Module Topic]. This should include [multiple-choice questions, short-answer questions, and a scenario-based question] to thoroughly assess learner understanding."
🔑 Key You are an expert in creating engaging assessment questions. Based on the learning module on [Module Topic] for [Level of Learner], please create [# of Questions] [multiple choice] assessment questions.]
🔑 Key I need your help in creating a set of quiz questions based on the following lesson in my course: Lesson Title: [Lesson Title]
Key Points Covered: [Key Points Covered in Lesson]
Key learning outcomes needed: [key learning outcomes]
Could you generate [five] multiple-choice questions to test learners’ understanding of the key points?
💡Tip: To make the prompt better, consider adding examples or further details about the content to be assessed. You could even upload course materials for greater specificity. You can combine elements from the above three prompts as well.
Create 15 suggestions for how to assess [learning objective]. You must generate
5 "near miss" multiple choice questions
5 scenario-based questions & activities
5 application questions & activities
🔑 Key For each question you suggest, you must:
Provide sample answers & common error/misconceptions
State the related Bloom's level
Explain the conditions in which it will be most effective, e.g. type of learner, mode of delivery
💡Tip: Consider using Blackboard Ultra's AI-Design Assistant to generate rubrics.
🔑 Key Question: [Insert the assessment question here]
Learner response: [Insert answer/response here]
Analysis: Please extract key terms or phrases from the Learner’s response to identify main themes or topics they’ve addressed.
⚠️ Always de-identify data before uploading to GenAI
📒Note: We recommend transparency that informs students of whether and for what purposes you may upload their work to an LLM; issues could arise from sharing students' work with third parties without their knowledge or consent.
You are a quiz creator of highly diagnostic quizzes. You will look up how-to do-good low-stakes tests and diagnostics. You will then ask me two questions. (1) First, what, specifically, should the quiz test be? (2) Second, for which audience is the quiz. Once you have my answers you will look up the topic and construct several multiple-choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple choice questions should include plausible, competitive alternate responses and should not include "all of the above options." At the end of the quiz, you will provide an answer key and explain the right answer.
🔑 Key Develop a series of micro-assignments for a [subject] course that can be completed in 15-20 minutes each. These should be designed to provide frequent, low-stakes assessment opportunities throughout the semester. Include 5-7 diverse assignment types and explain how they support continuous learning and engagement.
(Eaton, 2024c).
⚠️ Always de-identify data before uploading to GenAI
📒Note: We recommend transparency that informs students of whether and for what purposes you may upload their work to an LLM; issues could arise from sharing students' work with third parties without their knowledge or consent.
🔑 Key I am a teacher who wants to understand what students found most important about my class and what they are confused by. Review these responses and identify common themes and patterns in student responses. Summarize responses and list the 3 key points students found most important about the class and 3 areas of confusion: [Insert material here].
(Mollick & Mollick, 2023b)
🔑 Key I have a spreadsheet of my students’ scores on the last three formative assessments in my <subject> class. Identify any patterns or trends in the data and suggest two or three potential interventions or instructional strategies I could use to support students who are struggling with specific concepts.
🔑 Key Based on the data in the attached summary report, what are the top three areas of strength and the top three areas for improvement? Suggest one specific initiative or strategy we could implement to address each area for improvement. [Insert Summary Report]
🔑 Key This is a role-playing scenario. In this scenario, you play the role of a friendly, and helpful teaching assistant who helps teachers develop an effective explanation that helps students understand new concepts and ideas by connecting them to their prior knowledge
First, introduce yourself to the teacher and ask them what topic they teach and their students’ learning level (high school, college, professional). Do not move on until the teacher responds. Do not respond for the teacher.
Then ask them specifically what they would like to explain to students and what they think students already know about the topic. Wait for the teacher to respond. Do not move on until the teacher responds.
Then, ask if students have any typical misconceptions or mistakes they tend to make. Wait for the teacher to respond.
Then ask the teacher for 2 key ideas they want to get across to students through this explanation. Wait for the teacher to respond.
Then, develop an explanation based on the teacher’s response along with your reasoning for the explanation you develop. You can do this by creating an in-depth thorough, effective explanation. Your explanation should include:
Clear and simple language tailored to students’ learning levels with no jargon.
Examples and analogies that are diverse and help explain the idea.
Make note of the key elements of the concept illustrated by each example.
Provide non examples for contrast; if appropriate, begin your explanation with a narrative or hook that engages students’ attention; explanation should move from what students already know (prior knowledge) to what they don’t know (new information); depending on the topic, the explanation might include worked examples.
If applicable, create a visual that helps explain the idea; for instance, if you are explaining zopa you can create a graph that shows the minimum and maximum values that each party is willing to accept, and the overlap between them.
Only create a diagram if you think it would illustrate your points; your explanation should begin from the simple and move to the more complex eg in a biology class, you might start with cell structures and move on to cellular organelles and their functions.
At the end of your suggested explanation suggest CHECKS FOR UNDERSTANDING and intersperse those throughout the explanation as suggestions eg students might be asked to explain the idea to someone else, or come up with new examples and explain how their examples connect to the idea.
Then tell the teacher that they are the experts about the topic and their students and that this is a draft You can ask, have I missed anything? Is there anything I can add or change? Tell the teacher they can keep iterating with you on or work on their own.
🔑 Key You are an expert in [Course subject] with a focus on delivering effective, actionable, and clear feedback to college students.
Instructions:
Objective: The goal is to gather comprehensive information about your course and pedagogical strategies, and then focus on identifying and addressing common student issues with precise feedback.
Interactive Design Process:
Course Context Interview:
Conduct an in-depth interview to understand the nuances of your course, teaching methods, and the types of assignments you typically assign. This initial phase is crucial for tailoring feedback that aligns with your pedagogical objectives. Ask 1 question at a time.
Questions should cover:
Course Details: Overview of the course content and learning objectives.
Pedagogical Approaches: Teaching methods and strategies employed.
Assignment Types: Description of typical assignments and expected outcomes.
Identifying Common Issues:
Once a thorough understanding of the course context is established, transition to identifying specific issues frequently encountered in student submissions. Ask 1 question at a time.
For each identified issue, engage in a targeted inquiry to clarify the nature of the problem. Questions should be precise and focused on extracting detailed information about each issue.
Feedback Formulation:
Based on the details gathered about common issues, formulate specific, actionable, and clear feedback for each problem. This feedback should be practical and directly applicable for students to improve their work.
Expected Output:
Begin asking structured questions designed to deeply understand the course structure and pedagogical approach. Ask 1 question at a time.
Progress to identifying and clarifying typical student issues one at a time, ensuring each issue is thoroughly understood before moving on to feedback generation.
Provide detailed, constructive feedback for each identified issue, ensuring that it is actionable and clearly addresses the students’ needs.
🔑 Key Create a sample performance-based assessment for my [subject] course. The assessment should require students to demonstrate their skills in a practical, real-world context. Provide a detailed scenario, task instructions, and a checklist of elements that would be evaluated. Include examples of what constitutes satisfactory and exemplary performance.
(Eaton, 2024c).
🔑 Key Help me rephrase this critique of a student's in-class presentation: [paste critique]. The student is very sensitive to criticism. Reframe the feedback in a way that acknowledges strengths, provides specific areas for improvement, and encourages the student's continued effort and growth in the subject.
(Eaton, 2024c).
🔑 Key I need to give feedback to a group that's struggling with their project. Here are my observations: [paste observations]. Reword this feedback to address the issues constructively, promote team cooperation, and provide clear guidance for improving their work. Include specific suggestions for how the group might adjust their process and output.
(Eaton, 2024c).
🔑 Key Act as an expert higher education academic and writer of assessment rubrics. I need to write a marking rubric for a [second-year university-level] assessment where students [who are pre-service teachers] need to critique [the use of technology in high schools]. You need to help me generate the rubric rows (which are the criteria), and the columns are the various standards [from high distinction, to distinction, to credit, to pass, to fail]. Ask me questions to help me write a strong rubric. Ask one question at a time, wait for my response, and ask me the next question. After I have answered your questions, produce a draft rubric for me.
🔑 Key You are an expert in [Course Topic] with specialized skills in providing targeted, actionable feedback for [Type of Assignment]. Your task is to develop a [#] point rubric for the [Assignment Name] that thoroughly assesses [Assignment Description].
Instructions:
Objective: Craft a comprehensive rubric that not only includes criteria for appropriate citation in [Citation Style] but also other essential aspects necessary for evaluating the assignment effectively.
Interactive Design Process:
Detailed Interview Phase:
Conduct a systematic interview to gather all relevant details to construct an accurate and useful rubric. Ask 1 question at a time.
This will ensure the rubric aligns with both the learning objectives of the course and the specific requirements of the assignment.
Questions should cover:
Course Overview and Assignment Role: How the assignment fits within the course and its specific goals.
Learning Outcomes: What you hope students will learn from completing the assignment.
Rubric Criteria: Determining what aspects of the assignment are crucial for evaluation, beyond basic citation practices.
Personal Preferences vs. Educational Goals: Clarify the difference between what may personally annoy you and what is academically significant for the assignment.
Rubric Creation:
Based on the information obtained from the interview, develop the rubric in a table format. This rubric should comprehensively reflect all discussed aspects, including detailed criteria for each point of evaluation.
Ensure each criterion is clear and measurable, with specified points or scoring guidelines.
The rubric should be in table form.
Feedback and Refinement:
Present the draft rubric for your review. Request feedback to ascertain if the rubric meets all educational objectives and if there are areas that require further detail or adjustment.
Expected Output:
Initiate with targeted questions that aim to deeply understand the assignment's role within the course and its specific evaluation needs. Ask 1 question at a time.
Upon gathering sufficient information, produce the rubric in table form.
Ask for your feedback on the created rubric and inquire if additional adjustments are needed to enhance its effectiveness or clarity.
🔑 Key Create a rubric in table form to assess the learning in [this assignment] using [these] learning outcomes. List criteria in the first column and then provide descriptions in subsequent columns for poor, fair, good and excellent performance.
🔑 Key I need a rubric for assessing [type of assignment, e.g., research paper, group project, oral presentation] in my [level, e.g., introductory, advanced] [subject] course. The main learning objectives for this assignment are: [list objectives]. Create a detailed rubric with 4-5 criteria, each with 3-4 performance levels. Include clear descriptors for each level that align with the assignment objectives.
(Eaton, 2024c).
You are an expert instructional designer. I will give you a learning activity and a description of my target learners. For each activity, you will suggest an assessment criteria for scoring the learner's performance in the activity. For each activity you must provide:
A definition and example of exceptional performance.
A definition and example of excellent performance.
A definition and example of good performance.
A definition and example of poor performance.
For each definition you must provide an example copy of the feedback you would provide the learner. The feedback must:
State what they did well.
State how they can improve and/or expand their learning.
Provide actionable next steps.
🔑 Key [insert learner description, e.g. age, start point, goal] & [insert learning activity]
🔑 Key Generate a holistic rubric for evaluating students' participation in online discussions for my [subject] course. Include criteria that assess the quality of contributions, engagement with peers, and demonstration of critical thinking. Provide descriptors for 4 performance levels, from exemplary to needs improvement.
(Eaton, 2024c).
🔑 Key Develop an analytic rubric for a multi-part project in my [subject] course. The project has the following components: [list components]. Create separate criteria for each component, as well as overall criteria for the entire project. Include weightings for each criterion and clear performance level descriptors that emphasize both content mastery and skill application.
(Eaton, 2024c).
💡Tip: Consider using Blackboard Ultra's AI-Design Assistant to generate test questions.
To learn more about designing assessments and activities that require student-AI collaboration, please read our Re-Imagining Assessments resource. If you'd like examples of prompts that you can copy to create your own assessments and activities whereby students interact directly with GenAI, see our Student-AI Collaborative Activities page.
👉 Please visit the TTC web site to learn more about assessment design as well as authentic assessments more specifically.