Quandaries of the quiz writer

Kate Barton

Kate Barton has been a school librarian for 9 years and has worked with a number of different literacy intervention schemes. After discovering Renaissance Learning’s Accelerated Reader (AR) software and its benefits, she trained as an Accredited Renaissance Consultant (ARC) to help other schools as they went through their own learning curves. Working more closely with the software triggered curiosity about the core offering of AR, the reading practice quizzes, and not so long ago she trained to become a quiz writer. She now crafts numerous quizzes for Renaissance Learning every year, each quiz a labour of love.

Follow @RenLearn_UK

Website: www.renlearn.co.uk/ Email This email address is being protected from spambots. You need JavaScript enabled to view it.

What can bespoke quizzes offer the classroom? School librarian and trained quiz writer Kate Barton discusses how best to go about creating these activities for your classroom.

For over six years I’ve used an educational software program which quizzes school students on books they have read. The quizzes are designed to measure to what extent readers have understood the books, and ensure that their choices are both enjoyable and suitably challenging for them.

I have worked with hundreds and hundreds of students, and watched so many blossom into such confident, admirable - and well-read - young people. But from my earliest encounters with this program, one question quickly arose and never left me: “Who gets to write those quizzes, and how can I become one of them?”

So these days, love it or hate it, it’s my job to read whichever book needs a quiz – bright pink school-day romances, gangsters packing guns or misunderstood outcasts wallowing in angst. There are many benefits to both me and my readers from this experience: I have a better understanding of what my students should expect to encounter in a quiz; what skills they will develop; what kinds of titles are available to them... and why it takes so long to get these quizzes ready.

I always understood the frustration of waiting for books to get snapped up as ‘quiz ready’, and of keeping my keen quiz-takers waiting, but now I finally know why the wait is necessary.

High profile books tend to jump the queue a bit, which can push other items back. Jacqueline Wilson, Michael Morpurgo, Darren Shan, Karen McCombie et al will always trump Joe Bloggs. Famous book prizes have to get some priority treatment too; World Book Day, the Carnegie and Kate Greenaway Awards and many more tend to create bottlenecks in the quiz-writing schedule. School recommendations also leap up the priority queue and leave poor Joe Bloggs waiting patiently on his shelf for a little while longer.

Once the book is in the hands of a quiz writer, time is absorbed by the mechanics of getting a good quiz written and approved. We can’t use too many words in the question and answers, or the reader loses the sense of what they are being asked. Everything has to be phrased in language appropriate to the setting and level of the book. The order of the questions has to synchronise with the events in the story. Those are the ‘simple’ parts of the process.

The question has to clearly define the moment in the story it is asking about. This may include using a variety of character names, place names, How / When / Why / What, and use a particular kind of ‘approved syntax’.

Each type of question has its own difficulties. ‘Why’ is a minefield, because the reader must not be asked to infer facts in a reading practice quiz (that’s the domain of literacy skills). If the text doesn’t explicitly state why, the quiz writer cannot fairly expect the reader to be certain.

‘How’ is not much less problematic; the pitfall is also expecting leaps of logic that are not actually described in the text.

If ‘When’ is similar to other times, it is useless; ‘when they had dinner and argued’, ‘when they went to school and had lessons’ – which of the several similar moments in the story is the right one?

‘What’ ought to be straightforward – but suppose several things happen in close succession; consider crafting a question to lead clearly and inexorably to only the answer you seek.

When it comes to framing the correct answer, this must utterly scream its rightness to those in the know, without standing out as an obvious choice to everyone else. Next, we must offer alternative answers of a kind that look entirely plausible but can never, even faintly, be mistaken for the correct one to someone who has actually read the book.

Being imprecise about the wording is a cardinal sin for a quiz writer. I once used the word ‘ghost’ to describe the disembodied spirit of a girl who had definitely died at the moment defined in the question. It was in a book which was a ghost story and featured the word ‘ghost’ applied to another character, but that word had not actually been used for this girl specifically. Although ‘she’s a ghost’ was what the writer wanted the reader to think, I had strayed into the domain of inference. So this left an unsupported use of a word, and potential confusion to the reader.

So ‘ghost’ put that question back on the drawing board. Redefining that can change the perspective of questions that come before or after it. So tweaking that one word could potentially trigger a cascade-failure to the whole quiz. Working with an editorial team, we can identify and amend any such problems.

Once issues like this have been addressed, an editor will clean up and streamline the grammar and syntax. Their changes get checked again, and then it is passed along for quality control. After that, it has to be submitted for approval and loaded on to the student-facing database by the software team, who do this for hundreds of books each term.

Most quizzes I write have ten questions, but we also write three, five and twenty question quizzes. We have platinum-standard writers for shorter books, who undertake a form of mental gymnastics that defies belief.

So despite seemingly simple questions and answers, it transpires that writing quizzes for the world’s most widely used reading management software requires a combination of creativity, rigour, caffeine and determination. Considering that, the mere two to three months it usually takes from start to finish now seems far less a mystery and rather more a minor miracle.

Do you use quizzes in the teaching of your students? Let us know in the comments.

Register for free to continue reading
Registration is a free and easy way to support us.
When you register, you'll join a grassroots community where you can:
• Enjoy unlimited access to articles
• Get recommendations tailored to your interests
• Attend virtual events with our leading contributors
Register Now

Latest stories

  • How to handle stress while teaching in a foreign country
    How to handle stress while teaching in a foreign country

    Teaching English in a foreign country is likely to be one of the most demanding experiences you'll ever have. It entails relocating to a new country, relocating to a new home, and beginning a new career, all of which are stressful in and of themselves, but now you're doing it all at once. And you'll have to converse in a strange language you may not understand.

  • Is Learning Fun for You, Teacher?
    Is Learning Fun for You, Teacher?

    Over the weekend, my family of five went to an Orlando theme park, and I decided we should really enjoy ourselves by purchasing an Unlimited Quick Queue pass. It was so worth the money! We rode every ride in the park at least twice, but one ride required us to ride down a rapidly flowing river, which quenched us with water. It was incredible that my two-year-old was laughing as well. We rode the Infinity Falls ride four times in one day—BEST DAY EVER for FAMILY FUN in the Sun! The entire experience was epic, full of energizing emotions and, most importantly, lots of smiles. What made this ride so cool was that the whole family could experience it together, the motions were on point, and the water was the icing on the cake. It had been a while since I had that type of fun, and I will never forget it.

  • Free recycling-themed resources for KS1 and KS2
    Free recycling-themed resources for KS1 and KS2

    The Action Pack is back for the start of the brand new school year, just in time for Recycle Week 2021 on 20 - 26 September, to empower pupils to make the world a better and more sustainable place. The free recycling-themed resources are designed for KS1 and KS2 and cover the topics of Art, English, PSHE, Science and Maths and have been created to easily fit into day-to-day lesson planning.

  • Inspire your pupils with Emma Raducanu
    Inspire your pupils with Emma Raducanu

    Following the exceptional performance from British breakthrough star Emma Raducanu, who captured her first Grand Slam at the US Open recently, Emmamania is already inspiring pupils aged 4 - 11 to get more involved in tennis - and LTA Youth, the flagship
    programme from The LTA, the governing body of tennis in Britain, has teachers across the country covered.

  • 5 ways to boost your school's eSafety
    5 ways to boost your school's eSafety

    eSafety is a term that constantly comes up in school communities, and with good reason. Students across the world are engaging with technology in ways that have never been seen before. This article addresses 5 beginning tips to help you boost your school’s eSafety. 

  • Tackling inequality in EdTech
    Tackling inequality in EdTech

    We have all been devastated by this pandemic that has swept the world in a matter of weeks. Schools have rapidly had to change the way they operate and be available for key workers' children. The inequalities that have long existed in communities and schools are now being amplified by the virus.

  • EdTech review & The Curriculum Lab
    EdTech review & The Curriculum Lab

    The world is catching up with a truth that we’ve championed at Learning Ladders for the last 5 years - that children’s learning outcomes are greatly improved by teachers, parents and learners working in partnership. 

  • Reducing primary to secondary transition stress
    Reducing primary to secondary transition stress

    As school leaders grapple with the near impossible mission to start bringing more students into schools from 1st June, there are hundreds of thousands of Year 6 pupils thinking anxiously about their move to secondary school.

  • Generation Z and online tutoring: natural bedfellows?
    Generation Z and online tutoring: natural bedfellows?

    The K-12 online tutoring market is booming around the world, with recent research estimating it to grow by 12% per year over the next five years, a USD $60bn increase. By breaking down geographic barriers and moving beyond the limits of local teaching expertise, online tutoring platforms are an especially valuable tool for those looking to supplement their studies in the developing world, and students globally are increasingly signing up to online tuition early on in their secondary education schooling. 

  • Employable young people or human robots?
    Employable young people or human robots?

    STEM skills have been a major focus in education for over a decade and more young people are taking science, technology, engineering, and maths subjects at university than ever before, according to statistics published by UCAS. The downside of this is that the UK is now facing a soft skills crisis and the modern world will also require children to develop strong social skills as the workplaces are transformed by technology. 

In order to make our website better for you, we use cookies!

Some firefox users may experience missing content, to fix this, click the shield in the top left and "disable tracking protection"