What can I ask Ed to help me create an assessment?

Here are ideas of requests you can make to Ed (“Talk to Ed!”) to prepare an assessment. To generate a complete assessment with “My Tools”, see Ed.ai peut-il produire des évaluations ?

Starting from a learning objective or a skill

• “Can you suggest an assessment on [skill or concept] for [grade] students, on the theme of [ … ]?”

• “Create a complete assessment for [grade] students that covers these concepts: [list of concepts].”

• “Suggest a set of exercises for a diagnostic assessment on [chapter], to give at the start of the unit.”

• “Suggest a set of exercises for a formative assessment on [chapter], to give during the unit.”

• “Suggest a set of exercises for an end-of-unit test on [chapter].”

• “Create a quiz on [skill or concept] with 3 difficulty levels.”

• “Suggest an assessment made only of multiple-choice / true-false / fill-in-the-blank questions on [skill or concept].”

Starting from an existing assessment

• “From this assessment, suggest a new version with more scaffolding.”

• “Can you rephrase this exercise so it’s clearer for [grade] students?”

• “From this assessment, suggest a new one on the theme of [ … ]. Keep the same concepts and the same difficulty level.”

• “Can you add a [ … ] exercise to this assessment?”

Help with your instructional planning

• “Which skills does this assessment measure, exactly?”

• “Which related concepts could I add to this assessment to cover [chapter]?”

• “Does this assessment cover the end-of-unit expectations for [ … ]?”

• “Suggest grading criteria for this assessment.”

• “Suggest a points-based grading scale for this assessment.”

• “Can you create a rubric weighted by skill?”

• “Generate a detailed answer key for this assessment.”

• “Generate an answer key for this assessment that explains each step.”

• “What changes could I make to this assessment to better tell students’ mastery levels apart?”

Formatting

• “Here is an assessment. Suggest a clean printable version, with a title, a grading scale and space to answer.”

• “Can you suggest a layout optimized for digital use (tablet / interactive PDF)?”

Creating version B from version A

Same difficulty

• “Create an equivalent version of assessment A by rewording the questions. Keep the same concepts and the same difficulty level.”

• “Can you build a version B around a different problem situation that is equivalent to the one in version A?”

• “Create a version B with the same expectations but a different order of questions.”

• “Create an equivalent version of assessment A, with the same questions and instructions but different numbers. The difficulty must stay the same (for example, if version A uses only whole numbers, version B must too).”

Adjusted for level

• “From assessment A, suggest a slightly more accessible version B for struggling students.”

• “Create a more challenging version of assessment A for advanced students.”

• “Create a more scaffolded version of assessment A, breaking the questions down into smaller steps.”

For students with specific needs

• “Can you adapt assessment A for a student granted extended time?”

• “Can you rewrite the instructions of assessment A in simpler language for a student with dyslexia?”

• “Suggest a printable version B with a spacious layout for a student who needs a [ … ]-point font.”

Different exercise formats

• “Create a version B by turning the exercises of assessment A into multiple-choice, true/false or fill-in-the-blank questions.”

• “Replace the open-ended questions of assessment A with fill-in or multiple-choice exercises.”

• “Give me a version of assessment A that uses a different medium (image, graph, table, text…).”

• “Can you add a multi-step, real-world task to assessment A?”