Create a practice exam from [TOPIC AND LEVEL] using the material and objectives in [SOURCE MATERIAL]. The exam should prepare me for [EXAM FORMAT], with [QUESTION COUNT AND TIME] and these constraints: [CONSTRAINTS]. I especially need practice with [WEAK AREAS]. First extract the assessable learning objectives from my source material. Cover the objectives in proportion to their importance and do not test facts or methods that are not in the supplied scope. Make questions require retrieval, application, comparison, interpretation, or error analysis where appropriate; do not fill the exam with definition-only questions. Produce:
1. An exam blueprint table mapping each question to an objective, cognitive skill, marks, and estimated minutes. 2. The student paper only, with clear instructions, point values, necessary data, and enough space guidance for written responses. Mix question types only if they match the stated exam format. 3. A separate answer key with model answers, mark allocations, acceptable alternatives, and the specific misconception each question is designed to reveal. 4. A grading guide that tells me what to do after scoring: which mistakes indicate a knowledge gap, a method error, a misread command word, or weak exam technique. For calculation questions, include units, sensible numbers, and the expected method; do not hide required formulas unless the real exam does. For essay questions, state the command word and criteria rather than rewarding length. Self-check that every question is answerable from the declared material, that marks total correctly, and that no answer is accidentally disclosed in the student paper. Ask up to 3 clarifying questions only if a required input is missing.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [TOPIC AND LEVEL] | Enter the subject, unit, and course or grade level. | AP Biology: cellular respiration and photosynthesis |
| [SOURCE MATERIAL] | Paste the syllabus points, notes, textbook sections, or learning objectives to test. | ATP coupling; enzyme regulation; glycolysis; citric acid cycle; electron transport chain; chemiosmosis; light reactions; Calvin cycle; compare inputs and outputs |
| [EXAM FORMAT] | Enter the real exam style, such as short answer, multiple choice, essays, or problem solving. | mixture of data interpretation, short response, and one extended response |
| [QUESTION COUNT AND TIME] | Enter the desired number of questions and time limit. | 12 questions, 55 minutes |
| [CONSTRAINTS] | Enter allowed tools, formula-sheet rules, mark total, and any teacher instructions. | 40 marks; calculator allowed; no formula sheet; include one graph-based question |
| [WEAK AREAS] | Enter the concepts or question types you find hardest. | tracking electron carriers and explaining how a change in oxygen affects ATP production |
How to use
- Paste the official learning objectives or the exact sections you are responsible for, then set the exam style and time limit.
- Take the student paper under timed conditions before opening the answer key.
- Score with the mark scheme and label each lost mark as knowledge, method, command-word, or timing trouble.
- Send this follow-up: “Make a second 25-minute paper that retests only the objectives behind questions 3, 7, and 11 using new contexts.”
Variations
Multiple-choice quiz
Use this for fast retrieval practice and misconception checks.
Write a [QUESTION COUNT]-question multiple-choice quiz on [TOPIC] for [LEVEL], using only [SOURCE MATERIAL]. Give four plausible options per question, one best answer, and a separate answer key. Wrong options must represent real misconceptions, calculation slips, or near-miss concepts, not absurd distractors. Balance recall and application. After the key, explain each distractor in one sentence. Check that exactly one answer is defensible for every question.
Essay exam practice
Use this for history, literature, law, or other extended responses.
Create [QUESTION COUNT] timed essay prompts on [TOPIC] for [COURSE]. Base them only on [SOURCE MATERIAL] and match this assessment rubric: [RUBRIC]. For each prompt, state the command word, recommended planning time, a defensible thesis direction, required evidence categories, and common traps. Do not write a full essay unless asked. Check that each question can be answered without outside facts and that prompts are not duplicates in disguise.
Oral exam practice
Use this when you need to explain ideas aloud.
Act as an oral examiner for [TOPIC] at [LEVEL]. Use [SOURCE MATERIAL] and focus on [WEAK AREAS]. Ask one question at a time, wait for my answer, then grade it against a short rubric before asking a targeted follow-up. Include probing questions that distinguish memorized wording from understanding. Do not supply the answer before I respond. At the end, give a concise diagnosis and five facts or methods to rehearse.
Tips
- Build the blueprint before writing questions; otherwise an exam tends to overtest the easiest material to generate.
- Keep the answer key separate while practicing, because seeing a model phrase can create recognition without recall.
- For numerical subjects, award method marks for setup and units so you can distinguish a conceptual error from arithmetic.
- Use the real exam’s command words exactly, such as compare, evaluate, calculate, or justify, because each demands a different response.
FAQ
Can AI make questions from my lecture notes?
Yes, if you paste the notes or objectives. It should be told not to test material outside them.
Should practice questions be harder than the real exam?
They should match the real exam first. Add a few stretch questions only after the core format is covered.
How do I prevent AI from giving away answers?
Request a student paper and a separately labeled answer key, then attempt the paper before reading the key.