Avoid these 10 common mistakes when writing your quiz questions!

Mistake 2 is using overly complex language. Quiz questions should be written in clear, simple language, so that all learners can understand them.

When writing a question, ask yourself the following question: Will all my learners understand the terms and concepts used in this question?

Here is an example of a question using complex language:

What's the difference between thin-layer chromatography (TLC) and gas chromatography (GC)?

This question is difficult to understand for learners with no background in chemistry. The technical language used can be confusing and may make it difficult to understand the question.

An easier-to-understand question might be:

How do CCM and CPG differ?

If you're not sure whether a term or concept is understood by all your learners, it's best to explain it or replace it with a simpler term.

For example, instead of asking "What is the function of the spleen?", you can ask "What is the purpose of the spleen?".

Here are a few tips for using clear, simple language:

• Avoid technical terms and jargon.
• Use simple, concise words and phrases.
• Avoid complex or convoluted sentences.
• Use examples or illustrations to help explain concepts.

Mistake 3 is asking ambiguous questions. An ambiguous question is one that can be interpreted in different ways. This can make it difficult for learners to know what the correct answer is.

For example, the following question is ambiguous: "What was the main cause of the American Civil War?". This question can be interpreted in several different ways, such as:

• The main cause of the American Civil War was slavery.
• The main cause of the American Civil War was the issue of federal versus states' rights.
• The main cause of the American Civil War was political disunity.

Here's another example of an ambiguous question:

What is the role of the law in society?

This question is ambiguous, as it can have several correct answers. One possible answer is that the law serves to maintain order and security. Another possible answer is that the law protects the rights of individuals.

A more precise question might be:

What is the role of the law in protecting individual rights?

To avoid this mistake, it's important to think carefully about the meaning of the question you're asking. Ask yourself the following question: Can the question I'm asking be interpreted in different ways?

If you think your question may be ambiguous, try rephrasing it to make it clearer.

Here are some tips to avoid ambiguous questions:

• Use clear, precise language.
• Avoid double-entendre words and phrases.
• Avoid questions that require subjective interpretations.
• Ask another teacher or trainer to read your question and give you feedback.

Mistake 4 is asking questions with obvious answers. A question with obvious answers is not a good test of learners' understanding. Learners should have to think through the question to find the correct answer.

For example, the following question has an obvious answer: "Is the sun a star?". The correct answer is "yes", and learners are unlikely to get this question wrong.

Here's another example of a question with an obvious answer:

What is the name of the President of the United States?

The answer to this question is obvious, because there is only one person who is president of the United States at any given time.

A more difficult question might be:

Who was the first president of the United States?

To avoid this error, it's important to choose answers that are plausible and that could be chosen by learners who don't understand the concept.

Here are some tips for avoiding questions with obvious answers:

• Avoid questions with only one obvious correct answer.
• Choose answers that are plausible and could be chosen by learners who don't understand the concept.
• Ask another teacher or trainer to read your question and give you feedback.

Mistake 5 is asking biased questions. A biased question is one that suggests a particular answer. This can make it difficult for learners to answer objectively.

For example, the following question is biased: "Was the French Revolution a good thing?". This question suggests that the French Revolution was a good thing, and learners who disagree with this statement may find it difficult to answer.

Here's an example of a biased question:

What's the best country in the world?

This question is biased, because it suggests that there is only one country that is superior to all the others. This question is also subjective, as there is no objective answer to it.

A less biased question might be:

What factors contribute to making a country a better place?

This question is less biased, as it does not suggest that there is one country that is better than the others. This question is also more objective, as it asks for factors that can be measured and compared.

To avoid this mistake, it's important to be objective when formulating your questions. Avoid using words or phrases that suggest a particular answer.

Here are some tips for avoiding biased questions:

• Avoid using words or phrases that suggest a particular response.
• Use neutral, objective language.
• Ask another teacher or trainer to read your question and give you feedback.

Mistake 6 is asking questions that are too long. A question that is too long is difficult to understand and answer. Avoid writing questions that are too long or convoluted.

Here's an example of a question that's too long:

What were the main reasons why the United States took part in the Vietnam War, and how did the war affect American society?

This question is too long, as it requires a lot of information. The learner has to remember many details to answer the question.

A more concise question might be:

Why did the United States take part in the Vietnam War?

This question is more concise, as it asks for a single piece of information. The learner only needs to remember one piece of information to answer the question.

Here's another example of a question that's too long:

What is the relationship between the 2008 financial crisis and the emergence of the gig economy?

This question is too long, as it requires a lot of information. The learner has to remember many details to answer the question.

A more concise question might be:

How did the 2008 financial crisis contribute to the emergence of the gig economy?

This question is more concise, as it asks for a single piece of information. The learner only needs to remember one piece of information to answer the question.

To avoid this mistake, try to reduce the number of words in your questions. Use simple, concise sentences.

Here are a few tips to help you avoid long questions:

• Use simple, concise sentences.
• Avoid complex or convoluted sentences.
• Concentrate on the essence of the question.
• Ask another teacher or trainer to read your question and give you feedback.

Mistake 7 involves proposing answers that are too close to each other. This can make it difficult for learners to choose the correct answer.

Here is an example of questions with answers that are too similar:

Who is the President of the United States?

• Joe Biden
• The President of the United States
• The current President of the United States

These answers are too similar. It is difficult for the learner to know which answer is correct.

A better solution would be to use answers that are factually different, for example:

What is the name of the President of the United States?

• Joe Biden
• The 46th President of the United States
• President of the United States since January 20, 2021

To avoid this mistake, try to choose answers that are sufficiently different from each other.

Here are a few tips to avoid close answers:

• Choose answers that are sufficiently different from one another.
• Avoid answers that are similar or could be confused.
• Ask another teacher or trainer to read your answers and give you feedback.

Mistake 8 is asking questions that are either too difficult or too easy. A question that is too difficult may discourage learners, while one that is too easy will not provide an accurate assessment of their understanding.

Here's an example of a question that's too difficult:

Explain Einstein's theory of general relativity.

This question is too difficult for most learners, as it requires a thorough understanding of physics.

Here's an example of a too-easy question:

What is the name of the capital of France?

This question is too easy for most learners, because the answer is known to everyone.

To avoid this mistake, it's important to know the level of your learners. Adapt the difficulty of the questions to their knowledge and abilities.

Here are some tips to help you avoid questions that are too difficult or too easy:

• Know the level of your learners.
• Test your questions on a group of learners before using them with your whole class.
• Use a variety of question types, such as multiple-choice, open-ended, matching or ranking questions. This will help balance the difficulty of the questions.

Mistake 9 is asking questions that are not relevant to the content being taught. These questions can be confusing for learners and may not provide an accurate assessment of their understanding.

Here's an example of an irrelevant question:

What's Mickey Mouse's dog's name?

This question is not relevant to a course on American history.

Here's another example of an irrelevant question:

What is the capital of France?

This question is relevant for a course on the geography of France, but not for a course on French literature.

To avoid this mistake, it's important to take the time to plan the content of your quiz and ensure that the questions are relevant to that content.

Here are some tips to avoid irrelevant questions:

• Plan the content of your quiz according to the content being taught.
• Read the questions carefully to make sure they're relevant.
• Ask another teacher or trainer to read your questions and give you feedback.

Mistake 10 is not to validate the questions before using them. This can result in questions that are poorly formulated, have incorrect answers or are not suitable for learners.

Here is an example of a question that was not validated:

What is the name of the President of the United States?

1. Joe Biden
2. Donald Trump
3. Barack Obama

This question has an incorrect answer, because Donald Trump is no longer President of the United States.

Here is another example of a non-validated question:

What's the name of Mickey Mouse's dog?

1. Pluto
2. Goofy
3. Donald Duck

This question is not validated, as the correct answer is not one of the proposed options.

To avoid this error, it's important to test your questions on a group of learners before using them with your whole class. This will enable you to identify questions that are not validated and correct them before they are used.

Here are some tips for validating your questions:

• Test your questions on a group of learners before using them with your whole class.
• Ask another teacher or trainer to read your questions and give you feedback.
• Use a variety of question types, such as multiple choice, open response, matching or ranking questions. This will help identify questions that are not validated.