A score tells you who passed. This tells you what to re-teach.

Step one: the big picture

Start with the quiz detail view. Look at how many students attempted the quiz, the spread of scores, and the time taken. A healthy spread, with most students scoring well but a few questions separating stronger from weaker students, suggests a well-pitched quiz. If almost everyone scored full marks or almost nobody did, the quiz tells you little.

Note any students who did not attempt it at all; missing work is often the earliest warning sign.

Step two: problem questions

Open Question Performance and look at the percent-correct bar for each question. The two or three lowest are your priorities. For each, ask whether the question itself is sound. If it is, the topic needs re-teaching. If it is ambiguous or the answer key is wrong, fix the question.

Skipped questions deserve attention too; a question many students skipped may have been too long or confusing.

Step three: individual students

Next, look at individuals. Students scoring well below the rest, students whose scores have dropped compared with earlier quizzes, and students who finished suspiciously fast all deserve a closer look. Opening a student's response detail shows exactly which questions they missed, which makes a conversation far more specific than 'you need to work harder'.

Step four: decide on actions

Analysis only matters if it changes something. End each review with two or three concrete actions, such as re-teaching one concept at the start of the next lesson, giving a small group extra practice, or rewriting a weak question. Write them down, and check at the next quiz whether they worked.

Using Revision for follow-up

Bookmark the most-missed questions from Question Performance into Revision. A week or two after re-teaching, select them and create a re-test in one step. Comparing re-test results with the original shows whether understanding has actually improved, which is the real test of your intervention.

Looking across several quizzes

A single quiz is a snapshot. Exporting results to CSV after each quiz and combining them in one spreadsheet shows trends across a term. Tagging questions by topic makes it possible to see which topics stay weak despite re-teaching, which may call for a different approach entirely.

Common mistakes in interpretation

Avoid drawing firm conclusions from one low score; it may reflect a bad day, a confusing question, or a tight time limit. Averages can hide important differences, so always look at the spread as well. And remember that a quiz measures only what it asks, so a narrow quiz says little about broader understanding.

Sharing results with students

Students learn more when they see their results in context. Discuss the most-missed questions with the whole class without naming anyone, and encourage students to look at their own responses to see where they went wrong. Setting small, specific goals, such as improving on one topic by the next quiz, gives the results a purpose.

Sharing with parents and leaders

For parent meetings, a single student's response detail and a record of recent scores are more meaningful than a term average. For school leaders, a short summary of averages, participation, and the weakest topics, with the PDF export attached, is usually enough.

Example: a Monday review

A teacher opens Friday's quiz. Twenty-eight of thirty students attempted it; two did not, so she messages them. The class average dropped from last week, and Question Performance shows one question on refraction was missed by most students. She plans a five-minute demonstration and bookmarks the question into Revision for a re-test in two weeks.

A fifteen-minute weekly routine

Five minutes on the overview and missing students, five minutes on the lowest-scoring questions, and five minutes deciding on two or three actions. Doing this consistently every week is far more valuable than an occasional long analysis session.