The quiz maker built around a teacher's actual week.

Before term: one hour of setup

Decide your tagging system, such as class, subject, and chapter, plus difficulty. Import questions you already have from spreadsheets and create a quiz for your first topic of the year. That single hour pays for itself many times over, because every question you add from then on is organised from the start.

Early term: build as you teach

At the end of each chapter, add fifteen to twenty questions: some written by you on misconceptions you noticed in class, some drafted by AI from your notes or textbook photos and reviewed. Build a chapter quiz from them and share it with your class. Your bank grows alongside your teaching rather than in a separate burst of work.

Mid-term: patterns emerge

By mid-term, you will have results from several quizzes. Question Performance across chapters shows which topics your classes consistently find hard. This is the right moment to plan revision lessons around those topics and to bookmark the relevant questions into Revision for later re-testing.

Before exams: revision in minutes

When exams approach, filter your bank by the chapters being examined and build mixed revision quizzes in minutes. Use Revision to create re-tests from the questions your students missed most over the term. Allow multiple attempts on revision quizzes so students can practise, check their mistakes, and try again.

Exam time: paper or online

For formal exams, use strict settings online — one attempt, a whole-quiz timer, shuffled questions, and OTP verification — or export the exam as an offline paper for an exam hall. Because both versions come from the same questions, you can offer online practice and paper exams without writing anything twice.

Reporting to parents

For parent meetings, open a student's response details to show exactly which questions they found difficult, alongside their recent scores. This is far more useful than a single mark, and it helps parents understand how to support their child at home.

Next year: most of the work is done

At the start of the next year, your Question Bank already covers the syllabus. You spend your time improving questions that performed poorly and adding new ones for any syllabus changes, instead of starting from scratch. Many teachers find their second year with a question bank is the point where assessment genuinely stops being a burden.

Sharing with colleagues

If colleagues teach the same subject, agreeing on tags and sharing reviewed questions multiplies the benefit. Each teacher contributes a few chapters and everyone gains a complete bank, while common quizzes let the department compare results fairly across classes.

Supporting students with different needs

A single class often includes students who read slowly, students learning in a second language, and students who race ahead. Generous time limits help the first two groups show what they actually know. A separate copy of a quiz with a longer limit can be shared privately with students who need extended time.

For students who race ahead, a short challenge quiz of harder questions from the same chapter keeps them stretched without extra planning.

Making quizzes part of classroom routine

Quizzes work best when they are predictable. A warm-up quiz at the start of certain lessons, an exit quiz at the end of a topic, and a homework quiz every Friday soon become habits for students. They start revising regularly because they know the quiz is coming, not because they were told to.

Showing the QR code on the board makes in-class quizzes almost effortless to launch.

Common questions from teachers

Teachers often ask whether students need email addresses, whether quizzes can be printed, and whether they can see who has not attempted a quiz. You choose which details to collect; quizzes can be exported as print-ready papers; and the quiz detail view lists everyone who has attempted, so missing students are easy to spot.

Another common question is about AI. Every AI-drafted question is shown for review first, so nothing reaches students without the teacher's approval.