Creating a Quiz with Corrective Feedback

Domain 2: Training need assessment

Difficulty level

3 sessions of 2 hour each



Computer/multi-touch device

Internet connection.

Brief description

Taking as a reference the Bloom’s Taxonomy you will create a quiz with corrective feedback following a series of questions (eighteen in total), upon completion. Through this quiz you will assess the knowledge that adult learners have about one particular subject of your choice connected to your field of expertise.


This kind of tools offers a lot of possibilities to boost self-assessment processes, according to the competency levels manifested. Moreover, Bloom’s taxonomy has been typically used to inform or guide the development of assessments, curriculum, and instructional methods such as questioning strategies. Therefore it is a very appropriated the use of this logical framework to develop this activity as it is related to the learning/ teaching goals in educational and academic contexts.

It is also an innovative way to support the activity and allows the co-creation and effective organisation of data and feedback.

Learning WHAT
  • Creating questions/ items using ICT.
  • Applying stimulus (images, audio or video).
  • Choosing from 20 different item types according to the objectives.
  • Defining feedback at question and topic levels.
  • Reviewing and try out questions.
  • Setting time limits for the assessment.
Notes and links to the tool

Questionmark is a software tool which allows measuring knowledge, skills and attitudes. It enables to author, deliver, and report on tests, quizzes and surveys for pre-course test and needs evaluation (among others applications).

Questionmark training solution is under different trademarks with similar features and some updates (Perception, OnPremise, OnDemand).

This is not a free tool but you can get a personalized demo and a free 30-day trial

Perception 5.7 Install Guide:

Detailed description of the learning activity

Stage 1: Planning

Start the activity by focusing in a real adult learner’s class that you work with. Please, focus on a subject that you teach and take into consideration their curriculum framework of reference.

Stage 2: Definition of the assessments questions/quizzes.

Once you have decided on the particular learning goals to be approached, you must define eighteen questions to explore the adult learners´ needs regarding to the particular training that you will perform. The questions must be structured/levelled according the Bloom´s taxonomy. Please, prepare three questions for each level: Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.

Stage 3: Using Perception tool to create the training needs assessment contents.

You must register the free trial first, in order to use the tool. Before doing so, you must be interested in exploring the samples provided through page or you might sign-up for webinars.

It would be necessary to clarify the meaning of every Bloom´s Taxonomy level by including a description and/or examples before the question/ exercise used for the assessment.

Different item types should be used such us drag-and-drop, explanation screens, hotspot, matching, multiple response, etc. (at least eight different types). Remember to include stimulus like images, audio or video.

Stage 4: Giving Feedback

Please prepare the feedback that will be provided at a question level, when applicable. Also a score per outcome should be provided to the adult learner at the end of the quiz, by using for instance percentages or graphics.

  1. Planning the activity: setting the target group, the competency level, the training intended (objectives, contents), etc.
  2. Review and description of Bloom´s taxonomy (drafting of examples for the different levels).
  3. Development of the questions/quizzes.
  4. Become familiar with Perception tool. Exploring its possibilities (available on the website).
  5. Registration for using the tool (free trial).
  6. Selection of the different items types to be used. Desktop research to identify appropriate images/videos, etc.
  7. Designing the feedback.
Tips & tricks

When developing the items for the quiz, remember to write them in such a way that they are fair, valid, and reliable. For achieving it, you must avoid trick questions, confusion and misleading.  In order for the items to be valid make sure that they are specifically related to the objectives of the assessment and also are adapted to the level of knowledge of the stakeholders. In order to be reliable, the items need to reduce the possibility of guessing.

When developing the items you can use the following structure: question/ quiz, choices/ possible responses, score for each choice, and feedback to provide guidance to the learner, where applicable.

Please take into consideration the characteristics of well-written items/stimulus:

  • Clearly described
  • Concise
  • Positive phrasing
  • Avoid jargon
  • Avoid testing multiple pieces of knowledge in a simple question.
  • Similar length. As short as possible.
  • Avoid keywords from the stimulus.
  • Avoid grammatical cues/ inconsistencies.
  • Reduce the possibility of guessing as much as possible (yes/no answers increase that possibility). Advisable to provide 4 possible answers when using closed-ended questions.
  • Focused on assessing knowledge abilities about the subject matter and not about language skills.

It is desirable that someone else reviews the quiz in relation to its spelling, grammar, accuracy, readability, and interpreting.

Security & digital identity

Questionmark incorporates many security features to ensure that Perception’s assessments can be run in a safe and secure environment at work or at home:

It also offers advice for security using the tool: