To make a practice quiz, list the ideas your exam will test, write one question per idea in the format the exam uses, add the answer with a one-line explanation, and take the quiz from memory a day or more later. Mix question types: short answer when you need to produce a fact, multiple choice when you need to tell similar ideas apart, and scenario questions when you need to apply what you know.
Writing the quiz is half the benefit. Turning notes into questions forces you to decide what matters, and answering them later is retrieval practice, one of the best-supported study methods there is.
This guide covers which question types to use, how to write multiple-choice questions that actually teach you something, good and bad examples from five subjects, how to write answer explanations, and a template you can copy.
Why a practice quiz works better than rereading
Answering a question from memory strengthens that memory in a way that reading doesn't. In Roediger and Karpicke's 2006 study, students who read a passage once and then took a recall test remembered 56% of it a week later, while students who spent that time rereading remembered 42%. A 2013 review by Dunlosky and colleagues rated practice testing as one of only two "high utility" study techniques out of ten.
A quiz also gives you honest feedback. Notes you've read three times feel familiar, and familiar feels like knowing. A question you can't answer shows you exactly what to study next. For the research in more depth, see retrieval practice and the testing effect.
Which question types should a practice quiz use?
Use the types your exam uses, then add whichever forces the kind of thinking the exam rewards.
| Question type | What it trains | Best for | Watch out for |
|---|---|---|---|
| Free recall ("write everything you know about...") | Organizing a whole topic | Essay subjects, chapter overviews | Hard to self-grade; check against notes |
| Short answer | Producing a specific fact or explanation | Definitions, mechanisms, dates | Write the expected answer first |
| Multiple choice (4 options) | Telling similar ideas apart | Look-alike terms, concepts, data | Weak options make it a guessing game |
| Fill in the blank | Recalling a key term in context | Vocabulary, formulas | Blanking trivial words |
| Scenario or application | Using an idea in a new case | Science, law, medicine, economics | Make sure one answer is clearly best |
| True/false with correction | Spotting a misconception | Common errors | Always require fixing false statements |
| New problem, same method | Applying a procedure | Math, physics, accounting | Change the numbers and the setup |
Is multiple choice too easy to help? Not if it's built well. In four experiments with 372 students, Smith and Karpicke found that every question format beat study-only on a test a week later, including on inference questions, and short-answer practice had little or no edge over multiple choice in three of the four. Little and colleagues found that when the wrong options were plausible, multiple-choice practice also improved later recall of facts about those wrong options, which short-answer practice didn't.
To aim questions above plain recall, use the levels in Bloom's taxonomy: ask yourself to explain, compare, apply, and judge, not just define. Law exams lean almost entirely on scenario questions, and how law students practice with hypotheticals is a good model for writing your own.
How to write good multiple-choice questions
Most of the value of a multiple-choice question is in its wrong options. These rules are adapted from the item-writing guidance teachers use, filtered for what helps learning.
- Write a stem you could answer with the options covered. "Which of the following is true about osmosis?" fails; "What moves during osmosis?" works.
- Have one clearly best answer. If you can argue for two, rewrite.
- Use three or four plausible options. Andrew Butler, who studies multiple-choice testing, suggests three or four plausible choices as a rule of thumb for moderate difficulty.
- Build wrong options from real mistakes: the look-alike term, the reversed cause and effect, the answer to a different step.
- Skip "all of the above" and "none of the above." Butler recommends avoiding both; "none of the above" can hurt learning when it's the correct answer.
- Keep options parallel. The correct answer shouldn't be the longest, most qualified, or only grammatical one.
- Aim for questions you usually get right, but not always. A quiz that's too easy or too hard teaches little. Butler notes that assessment guidance often targets an average of around 80% correct.
Good and bad practice quiz questions
| Subject | Weak question | Problem | Better question |
|---|---|---|---|
| Biology | "Active transport ____ energy." | Tests one word, not the idea | "A cell moves ions from low to high concentration. Which process is this, and what tells you?" |
| Statistics | "Standard deviation measures: A) spread B) pizza C) color D) time" | Joke options; no thinking needed | "Two datasets have the same mean. A's SD is 2, B's is 9. Which is true? A) B's values are more spread out ✓ B) B's mean is higher C) A has more values D) A's values are larger" |
| Pharmacology | "Clavulanic acid is a beta-lactamase ____." | Answer is cued by the sentence | "Why is amoxicillin often given with clavulanic acid?" |
| Spanish | "True or false: ser and estar both mean 'to be'." | True, but tests nothing useful | "La sopa ___ fría (the soup is cold right now): es or está? Why?" |
| History | "Which was a cause of WWI? A) Nationalism B) The internet C) Television D) NATO" | Three impossible options | "How did the alliance system turn the 1914 assassination in Sarajevo into a wider war?" (short answer) |
The better versions all make you do something: apply, compare, explain. That's the work the exam will ask for.
How to write answer explanations
An answer key with only letters tells you that you were wrong, not why. Write explanations as you write the questions, while the reasoning is fresh.
- One sentence on why the right answer is right, naming the rule or principle.
- One sentence on the most tempting wrong option, naming the confusion it represents.
- Where to look: page, slide, or lecture date.
- Short: under 40 words. You'll read hundreds of these.
Example, for the biology question above:
Active transport. The ions move against their concentration gradient, which requires energy. Tempting wrong answer: diffusion, but diffusion only moves substances down a gradient. (Lecture 6, slide 12)
Explanations matter most for multiple choice. In Marsh and colleagues' research, students sometimes later recalled wrong options from a multiple-choice test as facts, though testing still helped overall. Butler and Roediger found that feedback after a multiple-choice test, given right away or after a delay, raised correct answers on a later test and reduced how often students repeated the wrong options.
A free practice quiz template
Copy this into a document, a spreadsheet, or a Google Form (turn on "Make this a quiz" in its settings to store answers and feedback).
QUIZ: [Course] - [Topic] - [Date written]
Source: [chapter / lecture / pages]
Targets: [list the 10-20 ideas this quiz covers]
Q1. [Question]
Type: [short answer / MC / scenario / problem]
A) ... B) ... C) ... D) ... (MC only)
Answer: [answer]
Why: [one sentence]
Trap: [the tempting wrong answer and why it's wrong]
Source: [page / slide]
ATTEMPT LOG
Date | Score | Missed Qs | Cause (didn't know / confused / misread / bad question)
How to run it:
- Wait at least a day after writing the quiz.
- Take it closed-book. For multiple choice, try to answer before reading the options.
- Mark it, then read every explanation, including for questions you got right.
- Log each miss and its cause. A "bad question" goes back for rewriting.
- Re-quiz only the misses two or three days later, then fold them into a mixed quiz.
Making practice quizzes faster with AI
AI quiz generators can draft questions from your notes or a PDF in seconds. They're good at volume and weaker at exactly the things above: plausible wrong options, one best answer, and correct answer keys. Use them for a first draft, then edit with the rules in this guide. Our walkthrough on making a quiz from a PDF shows how to check and repair generated questions, and AI practice test generators covers full mock exams.
Active Recalling generates four-option multiple-choice quizzes from notes, PDFs, Word files, or photos you add to a chapter, and you can edit every question. It doesn't write explanations or trap notes, so keep those for your missed questions in your attempt log. See the AI quiz generator for details.
A weekly practice quiz routine
| When | Quiz | Size |
|---|---|---|
| Before a new topic | Pre-test: guess first, then learn | 3–5 questions |
| Same day as a lecture | Write questions from your notes | 5–10 questions |
| Next day | Take yesterday's quiz closed-book | 5–10 questions |
| End of the week | Mixed quiz across the week's topics | 15–20 questions |
| Before the exam | Cumulative mixed quiz in exam format | Full length |
Guessing before you learn helps more than it sounds; see pre-testing. Mixing topics in the weekly quiz trains you to recognize which idea a question needs, the core of interleaving. And spreading quizzes out, rather than taking them all at once, is what spaced repetition is built on.
Frequently asked questions
How many questions should a practice quiz have?
For a single topic, 10 to 20 questions is enough to cover the main ideas without padding, and short enough to take in 15 to 20 minutes. Weekly mixed quizzes can run 15 to 20 questions across topics. Before the exam, take at least one quiz at full exam length and timing to practice pacing.
Is multiple choice or short answer better for studying?
Both help. Research comparing them found that well-built multiple-choice questions improved learning about as much as short-answer questions in most experiments. Short answer is better for facts you'll need to produce on the exam; multiple choice is better for telling look-alike ideas apart. Use both, and match your exam's format before the test.
How do I quiz myself without writing questions?
Turn each heading in your notes into a question and cover the text beneath it. Answer end-of-chapter questions and past papers closed-book. Or do a blank-page recall: write everything you remember about a topic, then compare with your notes. All of these are retrieval practice without a formal quiz.
Should practice questions be harder than the real exam?
Slightly harder is fine, but not so hard that you get most of them wrong. Questions you usually answer correctly, with some effort, give the best mix of learning and accurate feedback. If you're scoring below about half, study the material again before quizzing; if you're scoring near 100% every time, add scenarios and tighter wrong options.
How often should I quiz myself?
Little and often. Quiz new material within a day or two of learning it, then again a few days later, and again after a week or two, with mixed quizzes at the end of each week. Several 15-minute quizzes spread through the week will help more than one long session the night before the exam.
What's a free practice quiz maker?
Paper and a pen work, and so does a document using the template above. Google Forms has a free quiz mode that stores correct answers and feedback. Most flashcard and quiz apps, including Quizlet and Active Recalling, have free tiers. Whichever you use, writing good questions matters more than the tool.
Sources and further reading
Start with the primary research and official guidance below. Links open in a new tab so you can compare the evidence with the article.
- Read source
Test-enhanced learning: Taking memory tests improves long-term retention
Roediger & Karpicke, Psychological Science, 2006
- Read source
Improving students' learning with effective learning techniques
Dunlosky et al., Psychological Science in the Public Interest, 2013
- Read source
Retrieval practice with short-answer, multiple-choice, and hybrid tests
Smith & Karpicke, Memory, 2014
- Read source
Multiple-choice tests exonerated, at least of some charges
Little, Bjork, Bjork & Angello, Psychological Science, 2012
- Read source
GUEST POST: Multiple-choice testing: Are the best practices for assessment also good for learning?
Andrew Butler, The Learning Scientists, 2017
- Read source
The memorial consequences of multiple-choice testing
Marsh, Roediger, Bjork & Bjork, Psychonomic Bulletin & Review, 2007
- Read source
Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing
Butler & Roediger, Memory & Cognition, 2008
