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Generate practice questions grounded in study material

Автор: AILesson7 мин на настройкуПроверено на:ChatGPTПроверено: 2026-08-28

Быстрый ответ

Create varied retrieval and application practice with answers traceable to supplied course sources. Укажите: Study material, Learning objectives and assessment, Question design. Ожидаемый результат: A balanced question set, separated answer key, source rationales, and difficulty audit.

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Generate practice questions using only the supplied study material.

Source material with locators:
[material]

Learning objectives, level, assessment format, and exclusions:
[objectives]

Count, types, difficulty, time, feedback, language, and answer visibility:
[design]

Map every item to an objective and source locator. Include an intentional mix of retrieval, discrimination, explanation, application, error diagnosis, and transfer only when the material supports it. Avoid trivia, ambiguous wording, clues from option length, overlapping multiple-choice options, and unsupported scenarios. For each item provide difficulty rationale and expected evidence. Keep the learner-facing questions separate from the answer key. The key must include correct answer, reasoning, source basis, why plausible distractors fail, acceptable variants, and limits. Flag source ambiguities rather than inventing a single answer, and audit coverage, difficulty, and answer leakage.
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Разобранный пример

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Реальный ввод

Study material
[L4 s3] Opportunity cost is the value of the next best alternative forgone; it may be non-monetary. [L4 s5] A sunk cost is already incurred and unrecoverable; it should not affect a current marginal choice. Example: a non-refundable £30 ticket should not determine whether an ill person attends. [L4 s7] Marginal analysis compares additional benefit with additional cost for one more unit. Notes state continue when MB>MC. [Tutorial Q2] Choosing a cheaper train can be costlier when two hours of lost paid work are included.
Learning objectives and assessment
First-year economics. Learners must distinguish the three concepts and apply them to short scenarios. Exam uses multiple choice and 2–3 sentence explanations. Do not assess the missing MB=MC assumptions.
Question design
6 items: 2 multiple choice, 2 short answer, 1 error diagnosis, 1 application. Easy/medium/hard = 2/3/1. About 15 minutes. Questions first, answer key after a divider. English.

Пример вывода

Questions

  1. Which best defines opportunity cost? A Any money paid B The value of the next best alternative forgone C A cost that cannot be recovered D The additional cost of one more unit. [Easy; recall; L4 s3]
  2. You paid £30 for a non-refundable event but now feel ill. Which amount is a sunk cost in the decision described? A £0 B £30 C The benefit of resting D The next ticket price. [Easy; discrimination; L4 s5]
  3. In 2–3 sentences, explain why the cheaper train may have the higher opportunity cost. [Medium; Q2]
  4. State what marginal analysis compares and the rule recorded for MB>MC. [Medium; s7]
  5. Diagnose: “I should attend because otherwise I waste the £30, so £30 is the benefit of attending.” Identify the conceptual error. [Medium; s5]
  6. A freelancer can spend one extra hour on a client task or on paid teaching. Without inventing numbers, list the information needed to apply opportunity-cost and marginal reasoning. [Hard; transfer supported by s3/s7]

--- Answer key 1 B: exact definition [s3]; A can be a cost but is not necessarily the next-best alternative; C defines sunk cost; D is marginal cost. 2 B [s5]. 3 Expected: include two hours of lost paid work as the forgone alternative; ticket price alone is incomplete [Q2]. 4 Additional benefit versus additional cost of one more unit; notes say continue when MB>MC [s7]; do not add the missing optimum assumptions. 5 The £30 is unrecoverable and should not control the current choice; it is not a current benefit [s5]. 6 Accept: value of teaching forgone, additional benefit of client hour, additional cost, and which alternative is next best; no numerical conclusion possible. Coverage: all objectives represented; no answer relies on omitted assumptions.

Почему это работает

  1. 1

    Objective and source mapping keeps practice aligned and answerable from the intended material.

  2. 2

    Distractor rationales test whether alternatives are meaningfully wrong rather than cosmetically different.

Проверьте результат

  • Can every answer and distractor rationale be traced to supplied material?

  • Does the set cover the stated objectives and cognitive levels without trivia?

  • Are questions, answers, and accidental clues cleanly separated?

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Часто задаваемые вопросы

Практические ответы о том, когда использовать этот рецепт, что нужно предоставить и где по-прежнему важна проверка человеком

What should I prepare before using “Generate practice questions grounded in study material”?

For “Generate practice questions grounded in study material,” prepare Study material, Learning objectives and assessment, and Question design. Replace placeholders only with information you can verify. If a detail is unknown, preserve that uncertainty explicitly instead of asking the model to infer it.

When is the “Generate practice questions grounded in study material” result not ready to use?

The result is not ready if it does not yet deliver the stated outcome—A balanced question set, separated answer key, source rationales, and difficulty audit—from the supplied evidence, or if it relies on unresolved assumptions, missing approvals, or invented details. Use the checks as release gates: revise the source inputs or assign a named, authorized reviewer instead of polishing an unsupported output.

Which AI tools have recorded tests for “Generate practice questions grounded in study material”?

The published test record for “Generate practice questions grounded in study material” lists ChatGPT as of 2026-08-28. This confirms recorded runs, not guaranteed compatibility or identical results in later product versions. For another tool or version, keep every constraint visible and repeat the result checks before use.

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Текстовые промтыОбучение и учёбаПреподавание и образованиеОценивание и рубрикиДля учащихся и преподавателей

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